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DISCUSSION 




BEFORE THE 



MQint. mmmiittt on BtnVu% f jlc,, 

Q. V/ OF THE 

\ BOARD OF EDUCATION, 



(Appointed February 19th, 1868,) 
IN REFERENCE TO MODIFICATIONS OF THE 

COURSE OF STUDIES, &c. . 

1868. 




NEW 

C. Bay ant &, Co., Peintei - 11 N ••- 




*y TraBsfor 

NOV 16 '*25 



V* 



The Joint Committee appointed pursuant to the accompany- 
ing preamble and resolution adopted at the stated session of the 
Board of Education held on the nineteenth day of February 
last, met at the Hall of the Board of Education, on Mon- 
day, the twenty-seventh day of April, 1868, at five o'clock, 
P.M.: 

Whereas, Complaint has frequently been made by parents of 
children that attend the Public Schools, and by many others in- 
terested in public education in this city, that the Course of 
Studies pursued in the Schools, the number of studies, the rules 
>-. \g)Dv*erning their acquisition and teaching, and time required for 
a *\their completion, are too arduous and cause serious injury to 
VJ the physical and mental energies of both teachers and pupils, 
therefore — 

Resolved, That the Committees on Course of Studies, and 
Teachers, be, and they hereby are appointed a Joint Committee 
to consider the subject mentioned in the preamble herein ; and 
that said Joint Committee be, and it hereby is directed to re 
quest the Superintendent of Schools, his Assistants, the Clerk of 
this Board, and such Principals, Assistant Teachers, and other 
parties as it may deem advisable, to appear before it, to the end 
that all available information on the subject may be obtained, 
particularly as to the amount of labor performed by the Teachers, 
and time devoted to study by the pupils, and that said Joint 
Committee report its conclusions to this Board at its earliest 
convenience, together with the evidence taken before it, and the 
views expressed by the Superintendent of Schools, Principals 
and other parties, so that this Board may be aided in coming to a 
just and proper decision on the subject. 

Present — Commissioners Merrill, (Chairman,) Dupignac, 
Hall, Neilson, West, Duryea, Warren and Euring. 

The Chairman directed the Clerk to read the following reso- 
solution which had been adopted by the Committee. 

" Resolved, That the Principals of Male Grammar Schools, 
Female Grammar Schools, and Primary Schools, the Male Vice- 
Principals, Male Assistants, and the Female Assistants in the 
respective departments, be requested to respectively select not 
more than two competent persons, from or for each class above 
mentioned, to represent them and present their views orally, on 



2 

the resolutions pending before this Committee, on the twenty- 
seventh day of April, 18G8, at five o'clock, P. M., in the large 
room of the Hall of the Board of Education ; and that the re- 
marks and debates on that occasion be reported in full for the 
use of the Committee and for future reference ; and that the 
parties mentioned in this resolution, and the City Superinten- 
dent of Schools and his Assistants, be notified of the passage of 
this resolution." 

The Chairman then announced that the following persons 
had been appointed delegates to represent the several classes of 
teachers mentioned in the foregoing resolution : 

David B. Scott, of G. S. 40, 
Thomas Hunter, of G. S. 55, 

Representing Principals of the Male Grammar Schoots. > 

Miss Mary A. Simms, of G. S. 11, ( 

Miss Margaret M'Cosker, of G. S. 24, " 

Representing Principals of the Female Grammar Schools. 

Mrs. Mary E. McCloskey, of G. S. 17, Primary Department, 
Miss Abby N". Beale, of G. S. 11, " " 

Representing Principals of the Primary Schools. 

Wm. J. Kennard, of G. S. 16, 
Hugh Carlisle, of G. S. 4S, 

Representing the Male Vice Principals. 

Miss Eliza Woods, of G. S. No. 33, 

Representing the Vice- Principals of the Female G. S. 
Fred. W. James, of G. S. 17, 
Henry T. Carroll, of G. S. 1, 

Representing the If ale Assistant Teachers. 

Miss Eosina G. Hartman, of G. S. 14, 
Miss Virginia Blake, of G. S. 55, 

Representing the Female Assistants in Male Gram. Schools. 
Miss Elizabeth Loveridge, of G. S. 11, 
Miss Gertrude Simpson, of G. S. 14, 

Representing the Assistants in Female Grammar Schools. 

Miss Guilietta E. Kiersted, of G. S. 32, Primary Dept., 
Miss Lizzie A. Pardee, of G. S. 55, " " 

Representing the Vice-Pr'mcipals of the Primary D. dc S. 



Mrs. Emma M. Yanderbilt, of G. S. 35, Primary Department, 
Mrs. Jane E. Simms, of G. S. 48, " " 

Representing the Assistants in Primary Depts. & Schools. 

At the request of the Chairman, Mr. Dayid B. Scott, Princi- 
pal of Grammar School "No. 40, then addressed the Committee : 

Mr. Chairman, and Gentlemen of the Committee : "When 
the circular of your committee, dated April 2, 1868, reached 
the Pincipals of the Schools, the Male Principals' Associ- 
ation had already begun an inquiry into the defects of the pres- 
ent course of studies, and I believe it was the purpose of the 
Association to have recommended to the Board of Education, 
after due and deliberate consultation, very considerable changes 
in that course. 

The arrival of your circular changed the direction of these 
consultations of the Principals. It became at once evident, 
that whatever objections there lay against the course of studies 
must take the form of general points rather than a minute 
analysis of its defects. 

It was evident, also, that these objections must have a bearing 
and throw light on that which was the main object of the Com- 
mittee's inquiry — the pressure on the physical and mental ener- 
gies of teachers and pupils. The Association, therefore, with 
marked unanimity, passed the following resolutions, which my 
associate and myself were delegated to present and enforce be- 
fore your Committee : 

Resolved, That it is the sense of this Association that too 
much work is demanded by the Board of Education from teach- 
ers and pupils. 

Resolved, That, in the Annual Examinations of the Schools, 
no teacher should be held responsible for a lower grade, and 
that the word " reviews " or " reviewed " be stricken out of 
the course of studies whenever it is used in connection with 
studies the advance work in which is readily separated from 
that which precedes it — as, for example, in Geography, History, 
Oral Instruction, etc. 

Resolved, That as the term "outlines " is very indefinite, and 
a fruitful source of anxiety, it ought also to be stricken out, and 
that the extent of study required from teachers and pupils 
should be indicated and limited with precision. 



4 

Resolved, That the whole course of study should be so modi- 
fied and arranged that the great strain now exerted on the men- 
tal and physical energies of teachers and pupils should be 
removed. 

-Resolved, That, in the opinion of the Association, the strain 
on the health of class teachers is greatly increased by the fear of 
the annual examinations, and the marking of the results by the 
Superintendents ; and that the strain is felt in some degree b} r 
the pupils, in the extra drill and repetitions made necessary by 
this preparation. 

The first and fourth resolutions really are one, at least they 
might have been readily put in one, and I shall take the liberty 
of reading them combined, in this wa} 7 : 

Resolved, That it is the sense of this Association that too 
much work is demanded by the Board of Education from teach- 
ers and pupils, and that the whole course of study should be so 
modified and arranged that the great strain now exerted on the 
mental and physical energies of both should be removed. 

The male Principals in this resolution thus answer the inquiry 
of the Board of Education in the affirmative. They believe 
that there is a great strain now exerted on the mental and phy- 
sical energies of teachers and pupils. 

Mr. Chairman, 1 now ask your attention to the consideration 
of the grounds on which that opinion is based, especially with 
reference to the teachers of the Male Grammar Schools. 

And first, Mr. Chairman, they find that a very fruitful source 
of anxiety, and needlessly hard work, lies in the indeterminate 
way the work to be performed by the teacher is laid out in the 
course of study, particularly where it is indicated by the word 
" outlines." 

Thus we have " outlines " in History, " outlines " in Geogra- 
phy, " outlines " in Oral Instruction," etc. In order to call 
your attention to this subject more clearly, I will refer your 
attention to the course of studies as prescribed by the Manual. 
In the seventh grade of the regular course, we have " Primary 
Geography, including the general outlines ;" in the sixth grade, 
we find " Geography — outlines of North America, including 
the United States and West Indies;" in the fifth grade, again, 
we have " Geography — outlines of South America and Europe, 
to include a general description of the countries ;" in the fourth 



grade, we are given " Geography — outlines of Asia, Africa and 
Oeeanica ; in the third grade, we find " History — the outlines 
of Colonial History to 1753 ; in the second grade, also, History 
of the United States, from 1753 to 1789; the outlines only of 
the Revolutionary War to be taught. 

In the matter of " oral instruction," a subject which I am glad 
to see introduced in all the grades save the first, I must say that 
I am sorry to see that it also has been required as " outlines." 

B"ow, Mr. Chairman, what are the " outlines of any branch 
of study ?" Hardly any two persons agree thereon. One is 
satisfied with the merest skeleton of the subject ; another would 
add a little more. This produces great uncertainty in the minds 
of teachers as to the ground likely to be required. This un- 
certainty again causes anxiety, and this anxiety compels the 
teacher to go over a great deal of very unnecessary work. 

Take geography, for example, as an instance of this uncer- 
tainty. What are the outlines of the United States 1 " Outlines-! 
outlines !" I hear some one say. " Why, outlines of the United 
States are easily enough given." Let us hear what they are ? 
" Why, of course, there are the boundaries, then the principal 
mountains." What, in your opinion, are the principal moun- 
tain ranges ? " Oh, the Alleghany and the Rocky Mountains, 
to be sure." Not the Blue Ridge ? " Well, yes ; perhaps the 
Blue Ridge." Not the Green Mountains ? " Why, yes ; and 
the Green Mountains." Shall we not give the White Moun- 
tains, that we hear of every summer ? " Why, to be sure ; we 
had better have the White Mountains." So we have already 
raised our friend's idea of outline mountains from two to 
five. 

If we pass to rivers, to be given in the outlines, the perplex- 
ity is equally if not more apparent. 

What rivers shall we have, we ask our confident friend? 
" The Mississippi, and Ohio, and St. Lawrence, and, perhaps, the 
Missouri." Yes, but here is the Niagara, a boundary river, 
and that ought to be known by young children — and the Hud- 
son. " Certainly," says he, " we must add these." What of 
the Potomac, a national river ? " Yes, add the Potomac, surely." 
And some of the great rivers of the Lower Mississippi Yallev 
the Reel, the Arkansas, the Tennessee ? " Why, yes, we ought 



6 

to have some, or all these." "Well, but there is the Rio Grande 
in the south ; the Colorado in the southwest ; and the Colum- 
bia in the northwest. " Yes, on second thoughts, better add 
these." And so we increase our catalogue of rivers. 

It is vastly worse with towns or cities. Do outlines demand 
capitals of States only, or chief cities in addition ? If chief 
cities, what are the chief cities, and how many ? Who is to de- 
termine for the anxious teacher ? The books themselves differ 
greatly, and there is no help from them. 

Now, Mr. Chairman, this really serious anxiety is not to be 
removed by the remark that " it is easy enough to tell what 
outlines are." The principals beg leave to say, that it is so far 
from easy to tell what an examiner may consider outlines, that 
the}'' call it very difficult, and they very earnestly desire that 
this should be remedied. It seems to them that there is a rem- 
edy. The attempt to meet this has been already made successful 
in more than one city, and these attempts demonstrate that it is 
possible to fix, with reasonable precision, the ground of each 
study, in the lower grades in particular, (for there is the chief 
difficulty,) so that the work of the teacher becomes, in a great 
degree, clear and determinate. Allow me to enforce what has 
been already said on the necessity of clearly defining the work 
of the teacher, by calling your attention to that portion of the 
course of studies which says, under the head of Spelling — Seventh 
Grade — " words from the reading book, with miscellaneous 
words." The words required from the reading book are right and 
proper, but what are " miscellaneous words ?" Into what a sea 
of uncertainty we sail when we launch our boat into the ocean of 
miscellaneous words. And yet these miscellaneous words are 
found added to spelling in the lowest grade. Are they to be 
words of one syllable or two syllables, or polysyllables as well ? 
Are they to be drawn from the home, or the street, or business, 
or from all these ? Shall they be a little miscellaneous, or 
greatly so ? 

Five hundred words ; if that seems too few, well, then, a 
thousand, fifteen hundred, two thousand words in common use, 
and from common life could be judiciously selected and ar- 
ranged, and furnished to the teachers of the fifth, sixth and 
seventh grades, and their minds thus set at rest. 



Impressed most powerfully with the justice of these views, the 
Male Principals have resolved " that as the term outlines is very 
indefinite, and a fruitful source of anxiety, it ought to be stricken 
out wherever it appears in the course of study, and that the 
ground of study required from teacher and pupil should be in- 
dicated, and limited with precision." 

Another fruitful source of overwork and anxiety arises from 
the teachers being held responsible for the studies of lower or 
previous grades. The Superintendent, in his examinations, re- 
quires the teachers to keep up constant reviews of preceding 
grades, in addition to the work of the grades proper to the class 
they are instructing. To prove that we do not mistake the 
point, I quote from the Superintendent's circular, September, 
1866. Towards the beginning he says, first : " Classes will be 
visited for the purpose of examination and review, at the discre- 
tion of the Superintendent. Such examinations and reviews 
will embrace the studies pursued by the respective classes. 
At the commencement of the examinations the teacher will 
be required to furnish a statement of the studies pursued during 
the period the class has been in his or her charge (stating such 
period), with the progress made in each, and the studies in 
which the class has been reviewed." And again at another 
place he says: "The attention of teachers is again specially di- 
rected to the paramount importance of thorough instruction 
within the grades of their respective classes, and of frequent and 
searching reviews of the ground previously gone over." 

The Male Principals, with great unanimity, respectfully ob- 
ject to this requirement of the Superintendent and of the course 
of studies. 

In a study like arithmetic, for example, which is really 
made up at every step of an application of the four simple 
rules — addition, subtraction, multiplication, and division — re- 
view, in a modified sense, becomes an element of each step ; but 
in studies like geography and history the case is very different. 
What propriety can there be in requiring a teacher, whose 
ground, for instance, is Europe, to be responsible for reviews of 
the United States, South America, and the Dominion of Canada? 
or, if the Colonial History has been completed in the class be- 
low, why must it be ever present by review, while the mind 



of the child is laboring to grasp the story of the Revolution I 
No one will, I think, contend that the geography of Europe may 
not be studied intelligently and thoroughly mastered, without 
the map of North America being ever present as a review, or 
that the study of the Revolution may not be well learned topic- 
ally by a child, without much more than a passing allusion to 
the French and Indian \Yar. 

There is really something very perplexing and harassing, Mr. 
Chairman, in being held responsible for these reviews. Shall 
children not be permitted to forget some of the things that are 
behind and press forward to those that are before ? May net 
certain subjects be laid aside as they advance ? Must one have 
always before him the scaffolding that has assisted in the erec- 
tion of the building ? Surely there comes a time when, having 
served its purpose, it may be put awa} T , to serve again elsewhere 
as it may be needed. Do we undervalue all reviews ? Certainly 
not. We can scarcely suppose that there is any judicious 
teacher who does. But the Male Principals feel that these re 
views ought to be confined, in nearly every study, to the ad- 
vanced ground covered by the grade. They say, let there be 
real progress, and make that progress thorough by review — the 
more thorough the better. But if our teachers are to keep going 
back, forgetting nothing and learning little, which result the 
course of study does not intend, it would end very much as a 
great thinker described the preaching of a celebrated English- 
man : " It is like a door on its hinges," said he, u constant mo- 
tion, but no progress." Or if they are to be allowed to forget 
nothing, and at the same time learn a proper amount, then that 
can only end in one way — the destruction of that elastic spring 
ot progress, a lively interest in the studies pursued, by sapping 
the mental energies of teachers and pupils. Still further, we 
do not find such continued and extensive reviews required in 
the course of study arranged by higher institutions. For in 
these the limits of study in each part of the course are distinctly 
marked. The work for one year being finished, a new year and 
a new work begins : the old work is not carried over. As mat- 
ters now stand with us in New York, some of us fancy that 
every class-room might very suitably be decorated with a bust 



of Janus, facing both ways — one face to the grade that lias 
passed, ?md the other to that which is to come. 

The Principals have therefore directed us to press on your at- 
tention this resolution : 

Resolved, That in the annual examinations of the Schools, no 
teacher should be held responsible for the instruction in a lower 
grade, and that the word " review," or " reviewed," be stricken 
out whenever it is used in connection with studies, the advanced 
work in which can be readily separated from that which pre- 
cedes it — as for example, in geography, history, oral instruc- 
tion, etc. 

So much, Mr. Chairman, I have presented under the authority 
of my fellow Principals, and with their unanimous assent. May 
I be pardoned if I now add an objection to the course of studies, 
an objection shared with me by my associate delegate, as well 
as by other principals to the subject of Grammar, as laid down 
in the " Course of Studies," and as affecting the mental ener- 
gies of teacher and pupil. The present course carries grammar 
down into the Fifth grade, one grade below where it was for- 
merly, amongst young boys whose average age in my own School 
is scarcely more than ten or eleven years. So far as the correc- 
tion of vulgar errors of speech is concerned, that is well enough, 
and might very properly be begun in the Primary Department. 
Technically, or in a schoolmaster way, that is not what is meant 
by grammar, as a branch of study, although it is made a part of 
the grammar course in the Fifth grade. I deem the introduc- 
tion of oral teaching, in this branch, a very decided improve- 
ment, but I sincerely regret that it is not begun in a higher 
grade, where the pupils are more mature. For grammar is pe- 
culiarly a critical study, demanding an acuteness of mind that 
is seldom obtained among young children. Besides, the defini- 
tions and rules are very abstruse, and boys are quite incapable 
of understanding the minute and exceedingly abstract distinc- 
tions of the books when they begin to use them, or even when 
they are considerably advanced. To add to the inherent per- 
plexity of the subject, grammar is one of those things that are 
very indeterminate when we come to arrange a grade. Thus, in 
the Fourth grade, the teacher is responsible for the analysis and 
construction of simple sentences. TVhat are simple sentences \ 



10 

Simple, of course, is a term technical to grammar. Simple sen- 
tences form, in many cases, the most perplexing sentences in the 
language. It is hardly possible to pass beyond the simplest 
combination of six or eight words without adding phrases, and 
phrases very soon assume most puzzling shapes. Then com- 
mences the worrying anxiety of the teacher. Perhaps the Su- 
perintendent will give such a sort of a sentence, or such another : 
and then the variety is almost infinite. Again in the second grade, 
we have " easy complex and compound sentences." Of course, as 
the grade below covered simple sentences, the teacher must keep 
up this also. What are easy complex and compound sentences ? 
It is quite possible that there may be great difference of opinion 
about that word "easy," and here again begins 'the teacher's 
worry. Of all the subjects taught in our schools, I think, Mr. 
Chairman, there is no one so fruitful of anxiety to the teacher as 
the study of grammar, and simply because there is no telling 
what may be the views of the examiner as to the sentences he 
gives. 

And then, sir, after years of bother with the younger pupils, 
I am tempted to enquire, What is it all worth ? My sincere 
opinion to-day is, that if grammar were stricken out of every 
grade below the Second, it would be an immense gain to the 
pupils and teachers. I would leave its study to maturer minds, 
for if ever there was a branch of learning that seemed to be es- 
pecially devised and used to worry the minds of very young 
children with, to them, incomprehensible technicalities and 
subtle definitions, that subject is grammar. These views are, 
with me, old and well settled. I am told that there can be 
pointed out, here and there, throughout the schools, particularly 
in the Female Departments, teachers of marked originality in the 
department of grammar, who have accomplished noticeable re- 
sults in this direction, and with comparatively immature minds 
under their care. But I submit, that the subject cannot be 
taught generally by persons of marked originality ; that it must 
be taught by competent persons of reasonable attainments, and 
that after an acquaintance of twenty-five years with the schools 
1 have seen no such results among young boys, but very much 
the opposite. 

Still further, Mr. Chairman, I have talked repeatedly with 



11 

several principals, vice-principals and first assistants, on the 
study of grammar in upper grades, and I find them all concur- 
ring in this : — that of all the branches they are required to 
teach, there is none in which they so soon find themselves 
utterly at sea, without port or compass, as in grammar. " We 
never know," say they, " what are the limits of the require- 
ments." 

In addition to these objections, the male principals suggest 
that the studies of the First Grade might very properly be re- 
arranged. They were generally in favor of recommending 
that descriptive and topographical geography should be finished 
in the Second Grade, leaving physical geography only to be 
pursued in the First Grade, and they were unanimous in the 
opinion that book-keeping and algebra ought to be introduced 
into the First Grade, and that astronomy should be transfer- 
red from the First to the Supplementary Grades. These, I 
may safely say, unanimous views, did not take the form of a 
resolution, because it was thought best, at a subsequent meeting, 
to limit the resolutions to the points embraced in the inquiry of 
the Board of Education. But since that meeting I have been 
earnestly requested by several principals, whose opinion I can- 
not permit myself to disregard, to present these points to the 
notice of your Committee, and also the following : — They were 
unanimous in feeling that the studies of the First Grade as now 
arranged, will prove most injurious to the smaller schools, be- 
cause by throwing out algebra and book-keeping from this 
grade, as it was in former years, they cannot prepare pupils for 
the New York College. The boys who would otherwise remain 
with them will seek the larger schools, where there are classes 
in Supplementary Grades, and the current once diverted from 
their schools will not readily return to them. There is much 
force in this objection. These schools are many of them in 
localities where they cannot form supplementary classes, but 
they have always a few boys who are desirous of entering the 
College. Let it once be felt that boys cannot be fitted in these 
schools, then, not only will the pupils who desire this prepara- 
tion leave them, but the schools themselves must suffer in public 
estimation. 

Having now stated in general terms, the leading objections 



12 



to the present course of study, you will naturally expect us to 
answer categorically the question — Do 3*011 believe that the 
physical energies of pupils are overtasked ? We naturally 
answer for the male grammar schools and for these alone. 

So far as my own experience and energies enable me to 
answer, I very freely reply that I do not think they are. And 
so far from parents thinking their boys overtaxed by excessive 
study, I beg leave to state that the constant complaint in my 
own school, as well as others, is that they have not enough to 
do. So far from asking that the amount of home work should 
be reduced in the lower grades, there are many principals who 
think it might be judiciously increased. 

Do you ask, Mr. Chairman, if we deem the present First 
Grade too arduous for the pupils ? So far as my enquiries ex- 
tend I am authorized to answer that without the change recom- 
mended, even as it at present stands — always excepting reviews 
— it is a grade by no means overtasking. There are certain 
studies that we deem would, be better accomplished by maturer 
hands, but their place we would supply, as has been already 
stated. 

The truth is, that a good deal depends on the judgment of 
the teacher, in the lessons he or she assigns to be learned. I 
think, for instance, that earnest, enthusiastic aud anxious 
teachers are very apt to find themselves putting their First and 
even their Second grade boys to a pace that is very likely to 
carry the lads off their feet. And the more anxious and enthu- 
siastic the teacher, the greater is the danger. I have known 
of considerable surprise being manifested when the attention of 
such men has been called to a close analysis of the amount of 
time required for home study in each of the lessons given out. 
A little analysis of this sort does both principal and teacher a 
great deal of good. 

Allow me at this point to call your attention to two things, 
that have some bearing on the question before your Committee. 

First. — The bad ventilation of the class rooms. It is a very 
sad thing to feel that the absence of any scientific means of 
thorough ventilation is a standing rebuke to the (present state) 
of architecture. If it were only the school-houses that were 



13 

deficient, then the remedy might be plain ; but it is equally so 
with all public buildings. 

Second. — The crowded condition of the classes. If it be true 
that sixty, seventy and seventy-five children are sometimes to 
be found in class in a Grammar School, (and I am told there 
are often more in some of our Primaries,) I think we can readily 
perceive one way by which our teachers may be overworked. 
The accomplishment of any decent grade of study with such 
numbers becomes well nigh impossible. For overworking from 
this cause the " Course of Studies" is not responsible. The dis- 
ciplining of classes so large is itself one of the most wearing 
things. The irritations and perplexities and annoyances, in- 
creasing from morning until three o'clock, are very painful to 
be endured, and the saddest thing is that these very heavy duties 
are to be gone through with by many of our youngest teacher. 

It now remains for me, Mr. Chairman, to present and explain 
the following resolution : 

Resolved, that in the opinion of this association the strain on 
the health of class teachers is greatly increased by the fear of the 
annual examinations, and the marking of the results by the 
Superintendent ; and that this strain is felt in some degree by 
the pupils, in the extra drill and repetitions made necessary by 
the preparation. 

Mr. Chairman, I approach this part of the discussion with 
great modesty. I am well aware of the difference of opinion 
among the various members of my profession on the benefits of 
a marking system. But, sir, the principals felt, I may say al- 
most unanimously felt, and my associate delegate and myself felt, 
that any statement of causes affecting the health of the teachers 
mentally and physically, would be incomplete if it left out what 
is a well understood source of painful and wearing anxiety, 
The Annual Examination Marks. 

Your Committee desire to know the influences connected 
with the course of studies which work injuriously on the health 
ful energies of the teachers. This the principals know to be 
one and not the least, and they have authorized niv associate 
and myself to lay it before you. 



14 

When a course of study has been prepared and furnished to 
the teachers, there must be some one to see that the work laid 
down in it is executed. For this duty we have first, the Princi- 
pals constantly overseeing their respective schools. Next we 
have the Superintendent, visiting all the schools in his annual 
examination. To indicate with clearness his opinion of the re- 
sults he then finds, he has adopted a system of marking by per- 
centage, varying all the way from 100 per cent., the maximum — 
downwards. Upon these marks the reputation of the teachers, 
so far as the different Boards of Trustees are concerned, is made 
very much to depend. Strictly speaking, the whole course of 
study points steadily to this examination by the Superintendent. 
All the anxiety about outlines and reviews on the part of the 
teachers arises chiefly from this. This anxiety wears on them 
for weeks previous to the examination. As an experienced 
teacher, now a principal, expressed herself, " it made the world 
" literally a blank for weeks each year ; and when it was over 
" she felt as though she were relieved of a crushing weight." 

At such times it is to little or no purpose that the principals 
try to assure their teachers that they are satisfied with their 
work. It is impossible to remove the anxiety about the Super- 
intendent's marks. It remains there, and continues to remain 
until the examination is passed ; and, if that is unsuccessful, it is 
not then removed. I am well aware that the Superintendent 
has assured them in his annual notices to the schools, that much 
of this anxiety is unnecessary. But still " the arrow remains 
fixed in the side." 

In the light of the inquiry in the hands of your Committee, 
I have re read these annual fall circulars of the Superintendent 
to the principals and teachers in relation to these examinations ; 
and my attention has been called to a recent article over his sig- 
nature in one of the daily papers, in which article the same 
views are still further enforced. 

Mr. Chairman, I feel well assured — we all feel assured, that 
the Superintendent desires the welfare of the teachers and the 
pupils ; and the communication to which I allude breathes 
nothing but a well meant and kind regard for them, and an 
anxiety to remedy any reasonable ground of complaint, coupled 
with surprise that he has been misunderstood. 



15 

But 1 say, with great respect to that gentleman, that some- 
how or other he has been unfortunate in not giving the comfort 
I am sure he meant to give. 

The point of encouragement on which he lays stress, is found 
in the circular of 1866, as follows : 

" The knowledge thus imparted, however long the time 
occupied in its acquisition, will be infinitely more valuable to 
the pupil than any superficial show of scholarship resting merely 
on memory, however rapid may be the grade of advancement 
thus secured. ' Not how much but how well ' should be the 
permanent motto of every class, every teacher, and every pupil 
of our Public Schools. Not how advanced the grade of the 
class, but how thorough the scholarship, in whatever grade the class 
may be. Not how many pages of the text book may have been 
gone over, or how much may be glibly recited from memory, 
but how much has been completely mastered, clearly understood, 
and perfectly assimilated by the intellect, so that it may be at 
any time intelligently reproduced, and rendered capable of 
practical application." 

In relation to this extract I now offer the following points : 

"While there is a grade — and every class is in some grade — 
and a special time is allotted to the reasonable completion of 
that grade, every teacher supposes that at the end of that time 
he or she will be held responsible for the same. 

The Grades, with the exception of the First and Supplemen- 
tary, are arranged so that the advanced work may be gone over 
during the half of each school year — say, five months. 

Two months' work in a grade would naturally mean two- 
fifths of that grade, and so on. 

Now, does the Superintendent mean that if a class has had 
four months instruction in the grade, he would accept at the 
examination what might only be fairly considered as one or two 
months' work by a competent instructor ; and that he would 
give for thoroughness in that amount of work without reference 
to the time, the same mark that he would have given had the 
amount of ground corresponded to the time. 

If he does so, then my fellow principals have very much mis- 
understood him. If he does so, ought he to do so ; and is not 
the system of marking on such a basis open to grave objections ? 



16 

We believe that the amount of work mastered ought to cor- 
respond to the time spent on it. And the principals have 
always supposed that one of the most important duties of their 
position was to see that this was methodically and thoroughly 
accomplished by their assistants. 

We believe that in all the grades, with the exception of those 
already mentioned, the time allotted for their completion is 
sufficient for attentive, regular, and studious pupils to master 
with reasonable thoroughness the ground laid down. And we 
think that there would be good grounds to doubt the competency 
of a teacher who was unable to accomplish more than one-third 
or one-half of it in the time, excepting always, of course, the 
matter of reviews. 

In reference to the fear of these marks, I think I have noticed 
this, that the poorest teachers are not those who suffer most 
from anxiety in regard to them ; but that some of the best and 
most earnest teachers, well assured in their positions by tried 
and faithful service, as I should say, and not afraid by any 
means that they will get such a mark as to endanger their 
situations, are painfully nervous that A or B in the same school 
will get some trifling two or three per cent, more than them- 
selves. In many such cases I am afraid that the children are 
also driven by the anxiety of the teacher ; and the more earnest 
the teacher at such a time, the worse I fear for the children. 

Perhaps no system of examination, however wise, would 
entirely do away with the anxiety on the part of the teacher 
who is earnest and high-spirited. But there are a good many 
causes constantly at work, and quite independent of any efforts 
on the part of the teachers, that make the present system of 
marking a source of uncertainty and anxiety. I mention only a 
few of the causes when I allude — 

To certain studies, the results in which no examiner can deter- 
mine or fix by differences of two or three, or four or five 
per cent., or indeed, truly, by any per cent. 

To the varying sizes of classes, from sixty to thirty pupils, a 
regard to which cannot enter into a mathematically exact 
system. 

To the differences in neighborhood, and conscrment home in- 



17 

fluence, opportunities, and intelligence of the pupils of 
different schools, and some classes of the same schools. 

To irregular attendance, unavoidable in some localities, and 
breaking in upon the regular instruction of the teacher, 
doubling and trebling the class work. 

To that which strikes us so forcibly — the impossibility of 
giving two classes identically the same oral examination, 
unless with precisely the same questions, put in the same 
way, and the consequent impossibility of absolutely correct 
comparison. 

And finally, to the feeling shared by many of our oldest and 
most experienced Principals, that these marks, so far from 
being, in many studies, mathematically correct, are at best 
only approximations and impressions, unmodified by the 
points already given. 

But the length of time I have already occupied your attention 
warns me that I cannot enlarge upon these points. Besides, sir, 
my associate will follow me. I am more than content to leave 
the further enforcement of these resolutions to his ability and 
experience. A few more words and I have done. 

It has been charged upon the Principals, that while many of 
them were ready enough to point out the defects of the present 
marking system, they had no substitute to offer. 

I am not sure that this is a fair way to put the question 
against the Principals. A good deal is gained, Mr. Chairman, 
when the defects of a system are pointed out, and it may not 
always be the business of those, who are asked to point them out, 
to indicate the remedy. 

Should your Committee, or the Board of Education hereafter 
desire the Principals to offer suggestions that would tend to re- 
lieve the annual examination from much of this complaint, per- 
haps it may be possible to suggest one or two important modifi- 
cations. I am not aware, that for a period of nearly ten years, 
the opinion of the Male Principals has been asked or desired on 
this point. 

I close by saying that I recognize most profoundly the value 
and necessity of a vigilant supervision over the schools, and that 
no one is more ready than I am to bear witness to the order and 
system that have been impressed on this supervision ; to the 



18 

tremendous labor by which this has been readied and main- 
tained; and to the marked general spirit of fairness and patience 
with which this labor has been accomplished. I am most deeply 
sensible of this; nor, while thus required to point out the in- 
fluences of the marking system on the health of the teachers, 
am I insensible to the advantages that have flowed from the 
steady pressure on the great body of teachers in the schools 
through that system. 

But it is a question in many minds whether the schools of the 
city now need this spur, which has long worn on the mental 
and physical energies of the teachers, and whether the time has 
not arrived when, with equally vigilant supervision in the same 
hands, some judicious modifications cannot be safely made. 

In the spirit of a sincere desire to state kindly the truth, I 
have approached the discussion of the whole question, and in 
this spirit I close. 

Mr. Chairman, and Gentlemen : I beg to thank you for your 
kind and patient attention. 

The Chairman then announced Mr. Thomas IIuxtkr, of 
Grammar School No. 35, who addressed the Committee as fol- 
lows : 

Mr. Chairman and Gentlemen- of the Committee : 

There is a general opinion among the community that too 
much work is demanded by the Board of Education from both 
pupils and teachers. The Male Principals' Association, from 
which I have the honor to be a delegate, participates in this 
opinion, and has instructed my colleague and myself to present 
their views before your Committee, conformably to a preamble 
and resolutions adopted by your Honorable Board, February 
19th and March 23d, 1868. Our instructions are embodied in 
five resolutions, unanimously adopted at a recent meeting of our 
Association. These resolutions are broad and general, and form 
the text for whatever change and modifications Ave may advo- 
cate. They are as follows : 

1. Resolved, That it is the sense of this Association that too 
much work is demanded by the Board of Education from both 
pupils and teachers. 



19 

2. Resolved, That in the annual examination of the schools, 
no teacher shall be held responsible for a lower grade ; and that 
the word " review " or " reviewed " be stricken out wherever it 
is used in connection with studies, the work in which in advance 
is readily separated from that which precedes, as in Geography, 
History, and Oral Instruction. 

3. Resolved, That as the term " outlines " is very indefinite 
and a fruitful source of anxiety, it ought to be stricken out ; 
and that the extent of study required for teachers and pupils 
should be indicated and limited with precision. 

4. Resolved, That the whole " course of study " should be so 
modified and arranged that the great strain now exerted on the 
mental and physical energies of teachers and pupils should be 
removed. 

5. Resolved, That in the opinion of this Association, the 
greatest pressure on the health of the class teacher arises from 
the fear of the class examination by the Superintendent, caused 
by the system of marking which is now used, and that this in- 
jurious pressure on the teacher affects also the pupils. 

It will be well, gentlemen, to enlarge upon these resolutions, 
in their regular order, as the only method of pointing out what- 
ever defects exist (or appear to exist) in the system. In relation 
to the first resolution, that of over-working the teachers and 
pupils, we are all well aware that it never was the intention of 
the Board of Education, or of any of its officers, to impose 
grievous burdens under which the teachers have been staggering 
for years. Any such design would pre-suppose deliberate 
cruelty, which is simply impossible. Indeed, the very resolu- 
tions of enquiry furnish the very best evidence, were any needed, 
that your Honorable Board is actuated by feelings of justice 
and humanity. 

Are the teachers and pupils over-ivorked f And how ? — 
These two questions contain the gist of the whole matter. The 
first we have already answered in the affirmative ; the second 
we shall explain to the best of our ability. 

Too many studies are pursued at the same time, which leads 
to confusion, book-teaching and "cramming 1 ' and prevents the 
proper assimilation of knowledge, for want of time to furnish 
the necessary instruction, and to permit the pupil to accomplish 
results by his own unaided efforts. When Lord Brougham was 



20 

asked how he learned so much outside of the requirements of 
his profession, he replied, that he brought a whole man to hear 
upon each study ; or, in other words, he preformed one thing 
at a time, and preformed it well. It is the opinion of some of 
the ablest educators in the country that no more than three 
new studies should be pursued at the same time, and that these 
studies should be as dissimilar as possible, so that the change 
from one to the other, necessitating the employment of different 
faculties, will, in itself, furnish relief and recreation. In the 
new "course of studies" recently adopted, the teachers of the 
first grade are held responsible for nine different studies. It is 
true that some of these are review studies. Yet the teachers 
are as anxious about the one class of studies as about the other. 
"Will not the effort to " cram " in these nine different branches 
create a mental dyspepsia, or completely choke the child ? The 
exertions of the teacher to keep his class up in all these studies 
will compel him to have a great deal of work done out of school ; 
will tend to haste, irritability, and injustice. Can a body 
increase in strength which is crammed with nine different 
kinds of food ? Can a mind grow vigorous which has nine 
different studies stuffed into it at the same time ? Better far 
to reduce the number by one-half, and give the pupil time to 
digest and assimilate the knowledge and instruction imparted. 
" Let him fill his mind full, and then talk it out." 

But even more than the number of studies, responsibility for 
the lower grades exerts a baleful influence on the health and 
spirits of the teacher. That the classes should be reviewed, and 
particularly in the studies, which resemble a chain made up of 
many links, a defect in any of which destroys the strength of 
the whole, no intelligent teacher will deny. But it is a herculean 
task for a child or man to remember all he has gone over. As 
well expect the child to reproduce the food he ate six months 
ago. The best of it has been assimilated, and been converted 
into bone and muscle. So with many of the subjects taught. 
They have been assimilated, and have developed the powers of 
the mind. The mind that retains all, chaff as well as wheat, 
is poor in calibre, and can achieve but little in the battle of 
life. Education is two-fold in its nature : first, it develops the 
powers of the mind, and second, it imparts practical knowledge. 



21 

An able writer on education has said that " breadth of view 
should never be sacrificed to accuracy of detail." Interminable 
reviews of the lower grades may certainly lead to this " accu- 
racy of detail," but at the expense of that comprehensiveness of 
grasp which lies at the foundation of all greatness. Many of 
the studies have performed their work on the mind in develop- 
ing certain faculties. This end accomplished — the end being 
greater than the means — they may be abandoned without any 
great detriment to the learner. In fact, some studies are but in- 
tellectual dumb-bells, and should be cast aside whenever the in- 
tellectual muscle has been created. 

Let us take history, for example. And, by the way, is it not a 
misnomer to call chronology, history ? For what else than bar- 
ren facts and bald dates are studied in our schools. Memorizing 
mere words and figures, rattling continually the skeleton ; the 
very dry bones of history is worse than useless, for it has a ten- 
dency to crush out all taste or desire for genuine historical infor- 
mation . If a child must commit to memory, let him have selec- 
tions from standard authors suited to his age and capacity, which 
will cultivate his taste and elevate his imagination. Will any 
gentleman pretend that he ever obtained any real knowledge of 
this subject except by reading. Suppose he had been requested 
to commit whole pages of even so beautiful a writer as Gibbon 
to memory, would he not have turned away from it in disgust ? 
Herbert Spencer, one of the ablest thinkers of the age, says in 
his work on education : 

" The historic information commonly given is almost valueless 
for purposes of guidance. Scarcely any of the facts set down in 
our school histories give any clue to the right principle of action. 
The biographies of monarchs (and our children commonly learn 
little else) throw scarcely any light upon the science of society. 
Familiarity with court intrigues, plots, usurpations or the like, 
and w T ith all the personalities accompanying them, aids very little 
in elucidating the principles on which national welfare depends. 
We read of some squabble for power ; that it led to a pitched 
battle • that such and such were the names of the generals and 
their 1 eading subordinates ; that they had each so many thousand 
infantry and cavalry, and so many cannon ; that they arranged 
their forces in this and that order; that they manoeuvred, at- 
tacked and fell back in certain ways ; that at this part of the 



22 

day such disasters were sustained, and at that such advantages 
gained ; that at one particular movement some leading officer 
fell, while another certain regiment was decimated ; that after 
all the changing fortune of the fight the victory was gained bj 
this or that army, and that so many were killed and wounded 
on each side and so many captured by the conquerors. And 
now, out of the accumulated details which make up the narra- 
tive, say which it is that helps you in deciding on your conduct 
as a citizen. Supposing that you had diligently read not only 
the 'fifteen decisive battles of the world,' but accounts of all 
other battles that history mentions; how much more judicious 
would your vote be at the next election ?" 

Now, if this be true in a country where the franchise is lim- 
ited, how much more to the point in a country where every 
man is a voter and where elections in many places occur twice 
a year? And even the history which Spencer describes is much 
fuller than, any in use in our public schools. Further on, he 
says— 

" That which it really concerns us to know is the natural 
history of society. We want all facts which help us to under- 
stand how a nation has grown." 

The best history of the United States has been written 
by a Frenchman. De Tocqueville's book on America throws 
more light upon the growth of the United States than any other 
work extant ; because he gives a history of society and of the 
growth of republican institutions from the township govern- 
ments. A foreigner could obtain a better knowledge of the 
New England people, their manners, customs, morals and indus- 
tries from Henry Ward Beecher's " Norwood," than from all 
the school histories ever published. Scott's Ivanhoe gives us a 
more complete idea of the people of England in the twelfth cen- 
tury than any history we have ever read. The method of teach- 
ing history in our schools is radically wrong, accomplishes no 
good purpose, but on the contrary does a vast amount of evil, in 
that it destroys all taste for historic reading; it increases the 
labor of the teacher and pupil without any corresponding benefit 
whatever. A history should be read intelligently before the 
class teacher, and the work of instruction should commence 
when the text-book has been laid aside. John Locke says — 



23 

" None of tlie things they are to learn should ever be made a 
burden to them or imposed on them as a task. Whatever is- 
so proposed presently becomes irksome : the mind takes an 
aversion to it, though before it were a thing of delight or inclif- 
ferency. Let a child be but ordered to whip his top at a certain 
time every day, whether he has or has not a mind to ; let this be 
but required of him as a duty, wherein he must spend so many 
hours morning and afternoon, and see whether he will not soon 
be weary of any play at this rate." 

These reviews have a tendency to crush out the God-given 
faculty of curiosity which lies at the foundation of the acquisition 
of knowledge ; and this curiosity, Locke says, should be cher- 
ished. By going over and over again the same thing, the mind 
of the learner becomes weary and sick ; for there is no variety, 
no freshness, no novelty. Is it any wonder that his studies, 
particularly history and geography, become as pleasant as castor 
oil or Epsom salts ? Indeed, some of the ablest thinkers of the 
Old World recommend the abandonment of history altogether 
as a school study. 

AdheriDg to the text of our instructions, the next thing to 
which we would call attention is the word " outline " or " out- 
lines," so frequently used in the course of study. The " Out- 
lines of Geography " are a great puzzle to our younger teachers. 
Faithful and conscientious in the discharge of their duties, and 
anxious to meet the requirements of your Board, they are fre- 
quently at a loss to know how much or how little to teach, or 
where to draw the line of demarcation between the different 
grades. It were an easy matter to specify precisely and at 
some length the minimum of study in each grade, so that the 
poorest class in the poorest district of the city could accomplish 
it thoroughly and without anxiety or strain on the energies of 
pupils and teachers. According to the present system of teach- 
ing geography (in parts), if a pupil should happen to leave 
school in one of the lower grades, he might be tolerably in- 
structed in one of the continents and know nothing whatever 
about the others. He might know South America with some 
degree of accuracy and know nothing of Europe or Asia. We 
would recommend to your Committee a totally different plan of 
instruction; namely, to teach in the lowest grade of Grammar 
School the whole world in bare " outline " and to define clearly 



24 

the subjects to be taught, as follows : the definitions of the 
equator, the tropics, the polar circles, the zones, the meridians, 
the horizon, latitude, longitude, the motions of the earth, the 
change of day and night, the change of seasons, the continents, 
the oceans ; Australia, Greenland, Borneo, New Guinea, Mada 
gascar, Great Britain and Ireland ; the Himalaya, Altai, Cau- 
casian, Carpathian, Alps, Pyrennees, Rocky and Andes moun- 
tains; the rivers Ganges, Amoor, Obi, Yang-tse-ki-ang, Danube, 
Rhine, Mississippi, and Amazon ; the cities London, Paris, 
Constantinople, Rome, Calcutta, Pekin, Yedo, New York, and 
Washington. An amount of descriptive geography so limited 
as this would give a child a tolerably good idea of the earth ; 
and the arrangement is such that the teacher might explain 
thoroughly climate, productions, customs, religious, &c. Having 
completed this limit, there should be nothing in the rules of 
your Honorable Board to prevent the carrying on of the class 
into new and fresh matter, to keep alive the interest of the pupils. 
But the instructor should be held strictly responsible for the 
specified work of the grade. In the next grade, the whole 
world could be taught in a similar manner, but entering more 
minutely into political divisions, boundaries, and capitals ; spe- 
cifying accurately the subjects for which there must be responsi- 
bility. And so on through two more grades ; thus finishing it 
forever, except where an occasional review or examination may 
be required for a special object, or to restore certain useful facts 
which might be in danger of passing out of the mind altogether. 
This plan would require two years, which ought to be sufficient 
to complete the study ; and, if completed, more time could be 
given to other subjects without overtasking the scholars and 
teachers. This method of teaching geography would enable the 
instructor to succeed at least in the two lowest grades, without 
the aid of text books, and certainly without the aid of study at 
home. And, by the way, this home study, particularly in the 
lower classes, is a good deal of a farce. These younger scholars 
do not know how to study; and anyone who has witnessed 
their efforts, their " vain repetitions," their wry faces at words 
whose pronunciation and meaning they know no more of than 
they do of Choctaw or Sanscrit, as I have, must pity the poor 
children, and wonder for what offence such punishment was 



£5 

inflicted. What takes two or three hours from the play or rest 
of the child, damaging his health and stultifying his intellect, 
could be accomplished far better in half an hour under the 
direction of a competent teacher. If tasks are assigned at all 
for study out of school, they should be so simple and easy that 
they might be mastered in twenty or thirty minutes. But even 
these tasks should be carefully explained before-hand by the 
teacher. It is true that the City Superintendent has repeatedly 
recommended something of this sort in his annual reports ; but 
as long as interminable reviews and accountability for lower 
grades are demanded, the teachers are constrained to have re- 
course to extensive study at home. They are obliged to hurry 
through the lessons in the most superficial manner ; for so much 
has to be taught or " crammed" into the mind that one lesson 
(so to speak) treads on the heels of another. 

" Should study out of school be required in any grade ?" is a 
debatable question, and one that demands the serious consider- 
ation of your Committee, and perhaps the advice of medical 
men. If required at all, the lessons should be very simple, and 
given more with a view to create and foster habits of industry 
and self-reliance, than for the purpose of acquiring any great 
amount of knowledge. An old-fashioned spelling lesson, re- 
quiring fifteen or twenty minutes work at home, would effect 
the object aimed at. "When a child has learned to read and 
write, even crudely, he should be compelled to put his knowl- 
edge into practical use, by writing composition ; for by this 
means only can he acquire ease and fluency of expression. In 
this connection it may be well to state, that that highly import- 
ant part of an education, composition, has been hirtherto greatly 
neglected in our schools. The new " Course of Study," in this 
respect, is a very great improvement on the old. If history, 
geography and definitions were taught in school, and if general 
intelligence were the criterion of success, rather than accuracy 
of detail, the labors of the pupils and teachers would be very 
materially lightened. 

The teaching of grammar, and particularly of grammatical 
analysis, has caused a vast and unnecessary consumption of time. 
So anxious are the teachers to accomplish satisfactory results in 
this department of study, that they are frequently obliged to 



26 

skim over, or omit entirely, for days and weeks together, other 
studies, equally, if not more, important. In the upper and 
middle classes fully one-fifth of the school-time is devoted to 
grammar. The time devoted to construction of sentences, to 
composition, amounting in many cases to almost nothing, and 
yet the object for which the pupils are supposed to study gram- 
mar is to learn to speak and write the English language with 
propriety. But is the end achieved ? Are the results at all 
commensurate with the time and labor? Does the scholar 
speak and write correctly and gracefully after four years spent 
on grammar and grammatical analysis ? Does he at the end of 
these four years use double negatives to express an affirmative ? 
Does he use the pronoun " them " for the adjective " these ?" 
Does he offend the ear by such expressions as ""We was," "you 
was," " they was," " you and me was," " you and him was," etc., 
&c. ? It is safe to say that, after all the parsing, all the analysis 
of simple, compound and complex sentences, with all their 
adjuncts and modifiers, simple and compound, the experience of 
teachers will sustain the statement that such are the general 
violations, and such the general expressions of pupils, even after 
they have reached the supplementary grades. 1 have seen boys 
nine years old, fresh from the teaching of intelligent mothers, 
apply for admission, speaking with propriety and elegance, and 
after passing through all the classes, parsing and analysing daily, 
leave the highest class to enter the Academy, after a successful 
examination in grammar, using far worse English to express their 
ideas than they did when they first entered the school in the 
lowest grade. The boy, when questioned, can give you the rules 
— can even explain clearly his own violations of syntax, but live 
minutes afterwards he will tell you that he " ain't got no slate," 
or that he could not find " them books." And why is this ? 
Simply because he was not required to correct false syntax, (or } 
at least, not until lately ;) he was not required to construct correct 
sentences ; he was not required to put in practice the knowledge 
he had acquired. It was all analysis and little synthesis. An 
eminent writer on education says something to this effect : 

" Two men learn the trade of watch-making ; one spends six 
years in receiving instruction without practice ; the other spends 
three years in receiving instruction, and three in practice. Which 



27 

will be the better watch-maker at the expiration of the six years ? 
Unquestionably the man who practised on his instructions." 

So it is with grammar : we have had, hitherto, too much teach- 
ing and too little practice ; too much parsing and analysing and 
too little writing of composition. Definitions and rules and prin- 
ciples are committed to memory long before the scholar uses 
them. This is a violation of the ordinary course of nature, 
wearies the mind, and creates a disgust for books and studies. 

It has been remarked that the growth of a nation from igno- 
rance and barbarism to knowledge and refinement, is precisely 
similar to the intellectual growth of an individual. It is slow ; 
it takes its own time ; necessity at one time, fashion at another, 
impelling it forward. Language preceded and necessitated 
grammar. Grammar could not precede language, for that were 
an absurdity. And yet the study of the technology of grammar, 
with its perfects and plu-perfects, its infinitives and impera- 
tives, its potentials and second futures, long before the child 
has mastered sufficient of the language to enable him to com- 
prehend (even after a teacher has tried to explain them) the 
terms in use, is, in the highest degree, irrational and productive 
of evil. All right instruction is suited to the capacity of the 
learner. Babies are fed with milk, and, as they grow older and 
stronger, the food becomes richer and more substantial. 

When a child has enough of language at command to write 
a letter or composition, set him to work to make something — to 
tell something ; and if he is properly managed, this writing can 
be made exceedingly pleasant. Then, and not till then, should 
Grammar be introduced. The scholar observes its use — that it 
is the working tool of language. But instead of this, we have 
been making language the working tool of Grammar. It 
may be objected that the writing of composition is the most 
disagreeable work performed in the schools. But how many 
times is it ever taught in the schools ? Is it not taught — when 
taught at all — out of the schools ? Little children are given 
such simple subjects as " Truth," " Integrity," " Honor," " Piety," 
" Virtue," and the like, upon which they are to write their 
ideas between Friday afternoon and Monday morning, and that 
too while embarrassed with three or four lessons equally press- 
ing, and, perhaps, equally understood. Why, Pharaoh's de- 



28 

mand for brick without straw was more "merciful than this. 
But the teachers should teach in the schools, and should give 
subjects for composition with which their pupils are acquainted. 
Doubtless they should, if they had the time. But the pressure 
is such that they have not the time. And we must remember, 
too, that many of our younger teachers went through precisely 
the same curriculum before, in which excellence in composition 
was never a demand of your Honorable Board. Deficiency in 
expression is the greatest defect in our Public School system ; 
and this can only be remedied by substituting composition for 
grammatical analysis in the lower classes. Francis "Way land says : 

" But lastly and above all, let me insist upon the import- 
ance of universal practice of everything that is learned. No 
matter whether it be a rule in Arithmetic, or a rule in Gram- 
mar, a principle in rhetoric, or a theorem in the Mathematics ; 
as soon as it is learned and understood let it be practiced. Let 
exercises be so devised as to make the pupil familiar with its 
application. Let him construct exercises for himself" 

In the same connection Horace Mann gives a similar advice. 

" Unfortunately," he says, " education among us, at present, 
consists too much in telling, not in training on the part of 
parents and teachers ; and, of course, in hearing and not in 
doing on the part of children and pupils." 

To follow the excellent advice of these two great men — to 
practice continually — to train and not merely to tell, time 
is absolutely indispensable, and time, under our present sys- 
tem of studies, the teachers have not. The number of 
studies is bad enough ; but when to this is added intermi- 
nable reviews, your Committee must perceive that for lack of 
time, there must be, we repeat, haste, inaccuracy and " cram- 
ming," instead of steady practice and rational training. Nay, 
further, this very system creates inattention ; and one- third the 
school time is frequently wasted by the teacher to maintain 
what is called " order." Irritation, and a spirit of antagonism 
sometimes spring up between the class and the instructor, be- 
cause attention is demanded where all interest has ceased ; and 
to make up for lost time long review lessons are given to be 
studied out of school. These things are destructive of the health 
and happiness of the teachers and pupils. Can we create and 



29 

foster a love of knowledge by making the study of books a pun- 
ishment ? How many an anxious father has made his son hate 
the Bible, by ordering him to commit so many verses of the 
Psalms to memory for yawning in church, or for falling asleep 
while listening to doctrines he could not understand ! If infi- 
delity arise because the Bible is made an instrument of punish- 
ment, who is to blame ? The asceticism of the middle ages, 
with its hard, dry tasks, its vain repetitions, its stupid memoriz- 
ings, its useless culture, (if culture it might be called which 
caused men to hate each other, and made them narrow-minded 
bigots,) has disappeared to a great extent before the sun of natu- 
ral science. Children should be happy in school ; their lessons 
should be pleasant and interesting ; there should be variety and 
novelty, and the faculty of curiosity should never be crushed 
out by continually reviewing the same things. 

The last resolution adopted by the Principals' Association, 
giving it as their opinion that the greatest pressure on the health 
of the teachers arises from the system of marking the classes by 
the Superintendents in their examinations, is, perhaps, the 
most important of all — the one that requires the most careful 
and serious consideration. There must be supervision and ac- 
countability. Teachers do not ask to be relieved from responsi- 
bility. They simply seek such a modification of the system of 
marking the classes as will remove the dread under which they 
now labor. They complain that the percentages are frequently 
used against them, seldom in their favor. They complain that 
responsibility for grades which they have not taught keeps them 
in a continual state of terror — that notwithstanding repeated re- 
views, weekly and sometimes semi-weekly, it is impossible to 
make their pupils remember all they have been over. They 
complain that for weeks prior to examination their nerves have 
been unstrung, and that they have passed sleepless nights think- 
ing over their classes. And is this to be wondered at, when it 
is taken into consideration that 74 per cent., two years in suc- 
cession, causes the loss of certificate, and a consequent loss of 
employment ? Disgrace and deprivation of " bread and butter" 
are no simple things to the imaginations of sensitive and deli- 
cate ladies. The sword of Damocles is suspended above their 
heads. A new Trustee has been elected by certain influences. 



He has promised, or bartered away for votes, positions in the 
Schools to the female relatives of the men who helped to elect 
him. There are not vacancies enough ; he cannot fulfill his 
promises ; he scans the Superintendent's records ; he finds, out 
of sixty or seventy teachers in the ward, two or three whose 
marks are low; he waits, he watches, and, on the first favorable 
opportunity, the sword falls and off goes the teacher's official 
head. Gentlemen, this is no fancy sketch. Else why has your 
Honorable Board interposed again and again to prevent the re- 
moval of teachers without good cause ? You must be aware 
that in many cases Trustees sought excuses for removals. If 
not, why has the Board of Education thrown around the teach- 
ers so many safeguards ? But it may be said that a teacher 
who has been marked low for two years should be removed for 
the good of the School. To this there are several objections : 
1. The percentages are but approximations at the best. 2. 
Success or non-success may sometimes be the result of accident. 
3. The examiner is not infallible, nor omniscient (I say this with 
all due respect). 4. The atmosphere may exert a baleful influ- 
ence over the spirits of the scholars. 5. The teacher's anxiety 
and terror may have been reflected on the class in such a man- 
ner as to cause it to do much worse on examination than at any 
other time for one month previous. G. A panic may seize a 
class as an army. But there are so many reasons why a good 
instructor might receive only 74 per cent, two years in succes- 
sion, that they must strike the mind of any one who reflects 
upon the subject, or who has had any experience in class exami- 
nations. I need not go over them here. The publicity given to 
these marks creates an unwholesome emulation, leads to " cram- 
ming," book-teaching, and over-work in and out of school. The 
better instructor may receive two or three per cent, less than the 
inferior one ; and this inferior teacher may assume " airs" in 
consequence, and claim privileges not compatible with proper 
discipline. Until this 74 per cent, law is repealed, and until 
publicity of marks ceases, you will never find your teachers 
taking pleasure in their business, and working with that free- 
dom and ease by which alone the best remits can be accom- 
plished. ]STo human being can work successfully while under 
the influence of fear ; for it clouds the intellect and saps the 



31 

constitution. That is the reason we have so many sick teach- 
ers ; and this sickness is very costly, as the pay-rolls for the last 
five years can testify. It was never the intention of the Board 
or of the Superintendent to establish a system of terror. Quite 
the contrary. But an examination into the facts will demon- 
strate, beyond question, that terror does exist. Then the only 
inference is, that there is grievous misunderstanding somewhere. 
This misunderstanding should be understood. 

Three particular marks have hitherto shown the result of the 
teacher's work : First, the percentage of accuracy in studies ; 
second, the grade or standing of the class ; and third, the train- 
ing or methods of instruction pursued. According to the re- 
quirements of the Board of Education, making every teacher 
responsible not only for the present grade but for every grade 
below, if there be by accident one deficient teacher in the 
school, the danger of failure to every teacher above is greatly 
increased. But there should be no promotion until the grade 
has been thoroughly completed. Doubtless. Suppose it is 
thoroughly completed — date, fact, town, river, definition, every- 
thing in arithmetic, grammar, history and geography — how will 
it be six months afterwards ? Will not the pupil have forgotten 
one third of all he had learned in the lower grade ? How long 
would it take a young man to go through College, if, at the end 
of the Sophomore year he were required to pass an examination 
in the Freshman, and, if again at the end of the junior year, 
he were compelled to pass a successful examination in Junior, 
Sophomore and Freshman ; and last of all, if at the end of the 
Senior year he were obliged to stand the ordeal of a successful 
examination in all four years ? Unless he were an extraordi- 
nary genius, it would require him to study fifteen or twenty 
years, or until he was old, bald and blind, and after that he 
would be good for nothing. 

The grade of the class has not, it is true, annoyed the class- 
teacher so much as the percentage in the studies ; but the pub- 
licity given to the grades, tending as it does to cause compari- 
sons to be made between class and class, and between school 
and school, has created anxiety and dread on the part of the 
principal, for fear his school might be graded low. The wants 
of the schools are so different — the locations are so totally 



unlike — the people so heterogenous, that no fair comparisons 
can be made. If fairly made, it would require a volume to 
explain why School No. 2009, at the Battery, ought not to 
stand as high as School No. 2017, near the Central Park. 

This difference is becoming more striking every year. In 
one part of the city scholars remain until they are twenty years 
of age ; in another, they leave before the age of thirteen. 
Comparisons by percentage and grade can not and ought not to 
be made between schools so widely different in every way. 

Long ago, the examinations were simply farces. There 
appeared to be no responsibility. The teachers read novels and 
wrote poetry (such as it was), took it easy, and had a "good 
time" generally ; gave their boys long examples in long division, 
while they pored over Watson's Practice of Medicine or Black- 
stone's Commentaries, preparing themselves for physicians or 
lawyers, and using teaching as a stepping stone to something 
higher and better — in their estimation. No reflection on the 
medical and legal gentlemen who now adorn the profession of 
teaching. Those to whom I allude have passed away. I am 
speaking of " long ago." Of course there were as good and 
true teachers, men and women, in those days as there are now. 
But, nevertheless, many acted as described above. The rigid 
mathematical system that succeeded when a whole department 
was examined and uniformly marked by the same superintend- 
ent, I have always defended individually as the. most exact and 
thorough that we have ever had. That it elevated the schools, 
that it drove out incompetent and lazy teachers, and that it in- 
fused a new energy into all the departments, I have never en- 
tertained a doubt. It was the knife of a surgeon : the ulcer 
was cut out : the patient recovered. This was a good work 
and well done. At present the surgeon's knife is not necessary ; 
and if it were necessary, instead of an approximation, there 
should be mathematical accuracy in order to secure justice ; and 
no schools should be compared but those examined by the same 
Superintendent. Let there be accountability, but the marks 
should be private. If a teacher fail to reach the proper standard, 
let the principal and the Superintendent privately warn him oi- 
lier; but there should be no exposure, and above all there 



33 

should be no injustice, for " oppression maketh a wise man 
mad." 

Gentlemen, you have called for our opinions : freely, fully, 
frankly they are given, in the hope that the experience of many 
years may be of some little service to the great cause of Public 
Education in which we are all deeply interested. 

Miss Mary A. Simms, Principal of the Female Department 
of Grammar School No. 11, was then introduced, and spoke as 
follows : 

The Principals of the Female Grammar Schools, in response 
to the request of your Committee, respectfully offer, as their 
opinion, that all just complaint concerning over-taxation of 
teachers and pupils, resulting from the course of studies 
prescribed by the Board of Education, will be found to have 
originated in one or more of the following causes : 

1st. The indefiniteness of the prescribed course as laid down 
in the Manual of the Board. 

2d. The continuous review required by the course. 

3d. The great number of studies required at one time in the 
supplementary course. 

The first mentioned cause of complaint — indefiniteness — occa- 
sions much anxiety to the teacher, and much needless memoriz- 
ing of details — particularly of Geography and United States 
History — on the part of the pupils. The lectures given at the 
Normal School are a valuable aid in defining the work of each 
grade, but as they are not published they are not always avail- 
able, and the teacher is too frequently left to guess how much of 
any subject may be required under the head of "Outlines." 

The second point —the continuous review — is the most 
fruitful source of complaint, and is the cause, to a great extent, 
of the third difficulty — the great number of studies required at 
one time. 

The lowest class in the Grammar Department, in addition to 
its own proper work, reviews the work done in the Primary 
Department; the next class takes up some fresh work and 
reviews that done in the preceding grades, and so on through 



34 



the Grammar School Course, each teacher being responsible not 
only for her own work, but for that of the teacher below. 
Some of this review is necessary, and if the work is definitely 
understood, and the classes thoroughly taught, it need not be 
oppressive in the lower grades ; but in the first Grammar School 
grade, under the most favorable circumstances, it becomes 
burdensome to pupil and teacher. In this grade, the pupils are 
harassed by the attempt to retain all the details of United States 
History, and the geography of every country on the globe ; 
while the teacher is forced to spend so much time in going over 
these details that she too often loses the opportunity for the 
mental development of her pupils. 

It is true that much of this geography has been studied in 
previous grades, but every practical teacher knows that the 
details of a subject will pass from the mind unless kept there by 
constant review, and that this review is more tiresome and 
worrying to the pupil than the acquisition of fresh knowledge. 

As a means of relieving this grade, we would recommend 
that local geography only be required in the First Grade, a- it 
affords an intelligent view of the whole subject of geography 
that would be quite sufficient for all practical purposes. 

It is also recommended that astronomy be taken out of this 
grade, and left entirely to the supplementary course. 

The supplementary course is divided into two grades, each 
to occupy one year or more ; but, as the pupil is accountable at 
the end of the course for all the studies of both grades, a young 
lady presented as a candidate for graduation, must be prepared 
to pass an examination in the following studies : 

Reading. 

Spelling. 

Definitions. 

Etymology. 

English Grammar and Composition. 

Arithmetic. 

Algebra — through Quadratic Equations. 

Geometry. 

Natural Philosophy. 

Astronomy. 

Physiology and Hygiene. 



35 

. . , tt. i. \ Including Greece and Rome, with, a brief 

ancient History, ^ out i ine of tne history of other countries. 

M-i tt- . I A brief general outline of European His- 

odern History, >, rT v i -i -17 i •-!<.•! 

• ; ' \ tory, English and Jb rencli more m detail. 

Rhetoric — with exercises in Analysis and Criticism, 

English Literature. 

French or German Language. 

Latin, is optional. 

We are not obliged by the Board of Education to take up all 
these subjects at once, we are not obliged to complete the course 
within any given period ; we may take all the time we think 
necessary (provided that we can keep our scholars), but whether 
two or five years be taken, an unheal thful strain upon the ener- 
gies of teachers and pupils must come in the last year, when it 
becomes necessary to review all the subjects above mentioned, 
in order to be ready for the examination. Hence, notwith- 
standing that we are not compelled by the Board to take all 
these studies at once, we are practically obliged to review or 
have them all under consideration during the last year, other- 
wise, our pupils must be left to take their chance of failure in 
the examination, which they consider an overwhelming dis- 
grace. 

We have no complaint to make of the examination itself; it 
is conducted with remarkable fairness and kindness, there is a 
general feeling of confidence in the examiners, and in the jus- 
tice of their decisions, but, so long as these studies are required 
at one examination, we shall continue to hear that teachers and 
pupils are overtaxed, because too many studies are required at 
one time. We would recommend that this supplementary 
course be so arranged that an examination shall not be required 
in all the studies at any one time ; that teachers shall know 
exactly w T hat studies shall be required at every examination ; 
that arithmetic and that part of grammar which relates to 
" parsing" and the " analysis of sentences," shall not be re- 
quired in the higher grade of the course, and that throughout 
the grammar school and supplementary courses, whenever the 
pupils shall have thoroughly .studied any subject or distinct 
division of a subject, and shall have passed a satisfactory examin- 
ation in the same, neither pupil nor teacher shall be further re- 



36 



sponsible for such subject, except so far as it may he absolutely 
essential to the understanding of studies afterward pursued. 

Miss Margaret A. McCosker, Principal of the Female De- 
partment of Grammar School No. 24, continued the discussion, 
as follows : 

First. — The " marking system," by percentage, was objected 
to by some of the female principals, but no action was taken 
upon it, principally for want of a better substitute ; though it 
was admitted that an exact measure of the mental capacity of 
pupils, could not be reached exactty by the Superintendent, or 
any other stranger. That physical defects, such as deafness, 
stammering, nervousness and the like, would prevent the most 
intellectual from appearing to advantage in an examination. 

Limiting the " supplementary class" to twenty-five was ob- 
jected to by some, but no action was taken thereon. 

Secondly. — One great cause of the overtasking of both teacher 
and pupil, arises from the unnecessary absence of scholars, thus 
necessitating a constant repetition of the subject of the pre- 
ceding day for the benefit of the pupils absent on that day, or 
otherwise leaving them at a disadvantage, thereby causing 
trouble to the teacher, and loss of time to the rest of the class. 
If some effective rule could be adopted by the Board of Educa- 
tion preventing this, a great moral and educational benefit 
would be done to the community. 

Mrs. M. E. McCloskey, Principal of the Primary Depart- 
ment of Grammar School No. 17, offered the following argu- 
ment : 

Are we satisfied with the present grade of studies ? We are. 

But we think that the rules governing their acquisition in the 
higher grades, are too arduous, consequent on the prohibition 
by the Board of Education, for children in the Primary to take 
any books to their houses tor the purpose of studying. It is, 
therefore, requested that the by-laws relating to said prohibition 
may be rescinded, so that we may have the privilege to permit 
the scholars of the two higher grades, to take their books home. 



37 

An able educator has said that " oral instruction can never 
supply the place of study ;" the mind, by merely receiving, 
gains no vigor of its own, and that scholars must be made, if 
made at all, mainly by their own exertions in the use of books. 
As it is at present, a portion of the time that should be devoted 
to actual teaching, is spent by the pupils in acquiring the les- 
sons of the day. After which study, they become somewhat 
wearied, and consequently restless. This state of things pro- 
duces a strain upon the nervous system, superinduced by her 
anxiety to preserve the order necessary to enable her to con- 
duct the recitations profitably to them ; we think that it is 
partially attributable to the limited modes of punishment allow- 
able. All must be aware that there are children who cannot be 
taught by the eye or ear ; neither example or precept appear to 
have any effect upon them. This class of children, under ex- 
isting circumstances, prove from time to time a great trial to 
the teacher. 

2d. The frequent transfer of teachers, from the Primary to 
the Grammar Departments, has a very injurious effect upon the 
children and the teachers who remain, as it involves the necessity 
of constantly training teachers for primary duties, and the de- 
sired results cannot be attained in a week or a month — (therein 
lies the injury.) 

We contend that it requires a greater amount of tact to teach 
young children, and give them correct ideas, than those who are 
older. "When a child's mind begins to unfold, it should have 
talent and experience to mould and guide it aright. Education 
is development. It is not instruction merely — it is discipline — 
a waking up of the mind and its powers to observe, and think, 
and remember, etc. It is not merely recitation hearers, it is 
educators that we need for this important purpose. In most 
cases, persons' future greatness depends upon the correct train- 
ing they receive in early life ; and, indeed, the forming of the 
character of the future citizen depends upon this correct train- 
ing, both mental and moral. 

3d. The overcrowding of the classe?, and the total want of 
proper class-room accommodations, are the fruitful source of a 



38 

good deal of mischief, and well calculated to debilitate both 
teachers and scholars. The galleries in some localities where 
the infant classes are taught, are so dark, that it is impossible 
for them to see a word on the charts or blackboard. I feel con- 
fident that the foundation of many serious diseases are laid. 
Children are like plants, they need the sunlight and air. Wher- 
ever this state of things exists, we trust that they will be 
remedied — not only by regulating numbers, but by remodeling 
class-rooms, and finding some means whereby the sunlight may 
be admitted to those darkened galleries. 

These are principal views to be considered by this Honorable 
Body, and we hope that you will find the remedy. 

Mr. William J. Kennaed, Yice-Principal of Male Grammar 
School ISTo. 16, was announced by the Chairman to continue the 
discussion, and spoke as follows : 

Me. Chaieman and Gentlemen of the Committee : The 
Vice-Principals, in obedience to your request, have met during 
the past few weeks, have considered the subjects to which you 
have referred their attention, and have delegated my colleague 
and myself to lay before you their views upon the topics under 
consideration this evening. They received your communication 
in which you request information upon the following subjects : 

1. On the course of studies pursued. 

2. The number of studies. 

3. The rules governing their acquisition and teaching. 

4. The time required for their completion. 

5. As to the amount of labor performed by the teachers, and 

6. As to the time devoted to study by pupils. 

The complaint, you say, is, that these studies and labors are 
too arduous, and cause serious injury to the physical and mental 
energies of teachers and pupils. 

The speaker was not aware, when he was called upon to ap- 
pear before your Honorable Body, that a written argument of 
any kind would be received, but understood that delegates were 
to present their views orally. It was supposed by my colleague 
and those whom we represent, that the reason of this was, that 



39 

you were probably afraid that the delegates would take up too 
much time and become prolix. The speaker is, for these reasons, 
without a written argument, but he will endeavor to support the 
resolutions by such points of arguments as seem best to him 
under the circumstances. 

You will naturally suppose that the ladies and gentlemen who 
have preceded us with their views have cut largely into the 
argument which we present, and the principal points of which 
are embraced in these resolutions. The Yice-Principals, whom 
my colleague and myself have the pleasure of representing be- 
fore you, adopted these resolutions with great unanimity. I 
do not know that there was a dissenting voice to any of them. 
There are six of these resolutions of the Male Yice-Principals 
in relation to the course of studies, all of which were adopted. 
I will now read — 

Resolutions of the Male Vice-Principals in relation to the 
Course of Studies, adopted April 24:tk, 1868. 

Resolved, That in the opinion of the Male Yice-Principals-, 
the course of studies in the three highest grades comprises more 
than can be taught thoroughly to the pupils of those grades. 

Resolved, That the retention in any grade of a study which is 
completed in a preceding grade is unnecessary ; and that where 
outlines and elements are prescribed, they should be defined by 
particularizing the things to be taught. 

Resolved, That the abolishment of the Introductory Class in 
the College of New York, and a modification of the course of 
study in the College, and in the first grade of the supplementary 
course in Male Grammar Schools, so as to form a continuous 
chain of instruction, would be beneficial. 

Resolved, That in examinations by the Superintendent, no 
class ought to be held responsible for the studies of a preceding 
grade. 

Resolved, That we do not recommend, so far as the three 
highest grades are concerned, any change in the maximum 
number of hours now allowed for home study. 

Resolved, That whereas we consider an equitable system of 
marking a protection to the good teacher, we recommend the 
substitution of adjectives of degree, in place of the present 
method. 



40 

You will perceive that in some of these Resolutions we are a 
little more definite than in those presented by the Principals, 
and this is of course owing to the fact that they have had to deal 
generally with the whole subject, while the Teachers have been 
engrossed by matters that come directly under their supervision. 

"We therefore feel more confident when we speak our opinions 
upon the studies of the three highest grades than upon any 
others, for phut up as we are in the four walls of the class rooms 
every day we are not able to discuss the subjects more directly 
referred to in your circular. We say of the matters upon which 
information is called in the first resolution that the course of 
studies in these three highest grades comprises more than can 
be taught thoroughly to the pupils of those grades. Such has 
been our experience for many years, and such we believe to be 
the fact. Some time ago I was asked by a person if I would 
prepare a list of the studies comprised of the old grade — not 
this recent grade, and if I would give the number of hours of 
actual study and employment, and I learned that it was for the 
purpose of lightening our labors. To a little extent this has 
been done. There have been several grades reduced already, 
but we can do more. I ask your attention for a few moments 
to some statistics upon this point which I have prepared ; we 
have in the regular first grade thirteen studies distintly enu- 
merated as follows; and as it is found on page 119 of the 
Manual : 

First Grade. — Reading, Spelling and Definitions; Etymology, 
continued, with analysis of words and their formation from given 
roots ; mental and written Arithmetic — through square root and 
its simple applications ; Geography — oral and descriptive ; 
English Grammar — continued ; Composition ; History of the 
United States ; Astronomy ; oral instruction continued, with 
the simple facts pertaining to commerce ; also with current 
events of general interest and importance, as recorded in the 
periodicals of the day ; and Penmanship shall be taught in this 
grade as in the other grades. 

Besides these studies, and further on in the Manual, are 
others which do not appear in the Grade, but which are to be 
found under Section No. 91, as follows : 

" Drawing, with exercises in perspective, and the delineation 



41 

of objects, shall be taught in the Grammar Schools in the 
Third, Second, and First Grades," etc. 

These, I believe, make thirteen distinct studies, in all, com- 
prised in the course prescribed in the first grade. In addition to 
this, in some cases — I suppose nearly all cases — vocal music is 
taught, and besides that, under the provisions of the same sec- 
tion, the German language is taken up. Neither of these two 
last-named studies, it is true, are compulsory, but from circum- 
stances over which the teachers have no control, the subjects 
are taken up, and necessarily consume time. Now, the school 
day is six hours in length, and if we deduct from this, one and a 
half hours which is required or exhausted by recesses, for time 
taken in opening the school, in reading the Scriptures, singing, 
literary exercises, and attentions shown to visitors, (and we cer- 
tainly do lose about an hour and a half each day, owing to the 
facts and circumstances I have just mentioned), we then have 
left for us, for actual instruction, just four and a half hours per 
day, or a total of twenty-two and a half hours during the entire 
week. If, however, we divide this total amount of time by the 
actual number of studies we have, it will be seen we have an 
average of one hour and thirty-seven minutes devoted to each 
study in the whole week. 

Now, 1 submit to you, gentlemen of the Committee, the 
question whether we can be expected to accomplish much instruc- 
tion in one hour and thirty-seven minutes devoted to each study 
during the week, when eve n a great portion Of that brief time 
is taken up in hearing the recitation, and explaining the follow- 
ing lessons to pupils. Take, for instance, under the present graded 
system of our schools, the single study of arithmetic. We are 
expected to instruct our classes thoroughly and efficiently in that 
branch, but ought we to receive less than one hour each day in 
which to do so ? There is no gentleman who teaches a class in 
the highest grade but would infinitely prefer one hour and a 
half each day for that study alone, but under existing rules it 
is impossible to devote any such length of time to it. 

Next in importance in the course of studies is Grammar. 
Shall we give less than one hour each day to the recitations and 
explanations of this branch of education ? Here are eight hours 
out of the twenty-two and a half hours of the entire week given 



42 

up to two important studies, to the absolute and unavoidable neg- 
lect of those requiring much attention. Composition is one of 
the many branches thus restricted, and you cannot pretend to 
give proper instruction in that study in thirty minutes ; you 
cannot give such explanation on the subject as the interests of 
the pupils actually require. We must have the time requisite 
to teach our classes efficiently and properly. We are willing 
to give the whole school day to teaching, and do all we can 
within that time. But at present we can neither do justice to 
the pupils or to the studies, and so there are, in fact, studies 
which we leave out entirely. With reference to the examina- 
tion, we are interested principally in finding of what it will con- 
sist, and the main questions are : What are we likely to be first 
examined in ? What next ? And how much ? So that we may, 
if possible, divine just so much as will allow us to go through 
with the examination. We say, then, that the number of 
studies in the three higher grades comprises more than can be 
taught thoroughly to the pupils of those grades, and we ask 
whether we ought not to have a remedy for this state of affairs ; 
whether we ought not to have a grade that we can teach to the 
pupils of our classes ? 

The Supplementary Grades also embrace too many studies, 
and are two much taken up by reviews. This latter system of 
reviews, is too prominent a feature of these grades to allow 
us to carry out the intention of the formation and arrangement 
of these grades under our present system, and we think that 
both of these supplementary grades might, with advantage to 
both teachers and pupils, be rendered more definite. There is 
much that is taught in the second grade that has been already 
fully taught and explained in the preceding grades, and might, 
we think, with propriety, be omitted. The first supplementary 
grade has hardly yet been tried sufficiently, and it is therefore 
impossible for us to say whether we can get on in that success- 
fully or not. 

It may be said that in the three higher grades we are allowed 
one year or more to go through each of them. That would be 
all very well if we could retain our scholars from January to 
December. But that would be supposing something that, as a 
rule, does not occur. Our scholars are always leaving us ; they 



43 

leave us every month, and this is more particularly the case 
when business is good, and new scholars have to be dovetailed 
into classes already considerably advanced, as they come in; and 
we cannot hope throughout the year to keep the same scholars. 

In the second resolution we say, that " the retention in any 
" grade of a study which is completed in a preceding grade is 
" unnecessary ; and that where outlines and elements are pre- 
" scribed, they should be defined by particularizing the things 
" to be taught." Let us examine our grades thoroughly upon the 
subject embraced in this resolution. If we take this second 
resolution and divide it, and deal with it in separate clauses, it 
may, however, be better adapted for discussion, and we will 
consider the first half down as far as the word " unnecessary." 
We shall, therefore, in accordance with that portion of the 
resolution, ask, in the first grade, that geography be stricken 
out. Our reason is, not that the children should not be taught 
fully on this subject, but we find it all in the fourth grade. 
"We find geography there of exactly the same grade that we 
find in the first grade. If geography has been taught in the 
other grade, there is no necessity that we should go through it 
again in the same form in the first grade. If it is taught 
thoroughly as prescribed in the fourth grade there can be no 
necessity for our reviewing here, and the scholar will still have 
mastered sufficient geography to go into the world. With 
physical geography we do not ask this ; we know that that is 
important, but with a proper course of lectures on this branch 
of geography, even, we think, much could be done that would 
advance the interests of the pupils, while it would also materially 
lighten the labors of the teachers. But to ask us to teach the 
geography of Africa, Asia, and Oceanica, with a general review, 
and the outlines of physical geography, is, we think, a plan that 
involves a great deal of time, study, and labor, and necessitates 
the loss of time which could be applied profitably to other 
branches of education. 

In other studies of the first grade we have some more sugges- 
tions to make. These are, that definitions be stricken out of 
this grade. It is directed to be taught here " as in the second 
grade," and, we think, that the time could be better employed 
by applying it to etymology, with the analysis of words, and 



44 

their formation from given roots. We ask this on the score of 
time. Should your honorable body consider this suggestion as 
expedient, we pray that definitions and etymology be put to- 
gether in the first grade, and that will rid us of one of the 
studies which we think are too numerous in that grade. 

While, however, we ask that some stndies be stricken out of 
the various grades, there are others which, we think, might 
with advantage be transferred from certain grades and taught in 
others, and with this view we ask that drawing be taken out of 
the First Grade. At present it is embraced in the First Supple- 
mentary Grade, and it is our opinion that it would be unneces- 
sary to the ordinary course of studies. Drawing would neces- 
sarily take up some time, as, by the time you have the scholars 
prepared, the implements given out, etc., if the usual proportion 
of time allotted to other studies prevails, it will be time that the 
lesson is concluded. 

We ask, also, that you consider the propriety of introducing 
into this grade the study of algebra, and that the grade may 
study it in the four simple rules and factoring. My colleague 
has submitted a report to me in which it recommended by the 
Eegents of the University that the subject of algebra should be 
taken up by pupils directly after such a course of studies as 
are here prescribed in the second grade, and the Regents 
recommend the taking up of algebra exactly in that place. 
This, therefore, we ask of you may be done. Book-keeping, too, 
might be introduced in the first grade. 

In the second grade of the supplementary course we have 
" History and Constitution of the United States." To be sure, 
they are put in one line, and they have a period at the end of 
the words " United States," but we cannot do otherwise than 
call them two different studies, and have to teach them as such. 
Now, as " History of the United States" has been " completed" 
in the ordinary first grade, we ask of you that we be not com- 
pelled, in the second supplementary grade, to take up this 
"History" again, and do something else with it. The study has 
been already " completed" in a preceding grade, and should not 
be introduced here. Such a modification we ask of the second 
supplementary grade. These studies, geography and history, 
are memoriter studies, and always require that we should give 



45 

them proper time to make them profitable studies, both to 
scholars and instructors; arid so where memoriter studies are 
" completed," as " History of the United States" is in the first 
grade, we ask that you let them stop when " completed." The 
student can pursue these studies at any age in after life. 

The second portion of this resolution refers to the " outlines" 
and " elements" which occur so frequently in our three grades. 
We say they should be defined by particularizing the things to 
be taught. These words occur very frequently. Thus w T e find 
in the first grade of the regular course of studies " Astronomy, 
elementary ; the solar system, with an explanation of the ordi- 
nary phenomena ;" in the second grade of the supplementary 
course we have " Astronomy, continued," and in the next, or 
first supplementary grade, the elements of astronomy are to be 
taken up. First, the astronomy shall be " elementary ;" next, 
that astronomy shall be " continued ;" and next, in the highest 
grade of the whole series, or course of studies, w T e shall teach 
the " elements " of astronomy. We ask that these branches of 
this grade may have distinct latitudes apportioned to them in 
in each grade — in the first regular grade and in the first and 
second supplementary grades. If a strict and definite space is 
given to us in any part of our work, we shall be able to accom- 
plish the results desired ; but we ought not to teach the elements 
again. 

" In " Oral Instruction," in the first grade, 1 am instructed to 
ask that " the simple facts," which relate to commerce shall be 
specified, so that we may know what are " the simple facts " to 
be taught on this subject of commerce. One teacher may not 
understand so well as another what are the " simple facts." 
Unless these things which, it must be acknowledged are very 
confused and ill-defined, be rendered definite, it can hardly be 
supposed that the classes could undergo a thoroughly creditable 
examination, but if our requests can be complied with, we 
believe we can and will endeavor to attain the creditable 
standard. 

In the first supplementary grade we have the " outlines of 
plane and solid Geometry, with applications to mensuration and 
practical plane trigonometry ; also the use of logarithmic 
tables." Now, gentlemen, what shall we do with that ? What 



46 

books shall we take? Shall we take the nine books of Davies' 
Le Gendre, the six books of Davies' Elementary Geometry, or 
Docharty's Geometry ? If it means that we shall teach the 
properties of the polygon, let ns teach that, if the properties of 
the circle, let us teach that, or if it be measurement area, let us 
teach that, or at least, let us know what certain numbers of 
books we have to go through. If we are to go through the nine 
books of Le Gendre, it is very likely that a large majority of the 
pupils of the schools of New York will never graduate. If there 
is to bj a smaller number of books, we ask that they be defined. 
So, also, with the " Science of Government, including a 
knowledge of the Constitution of the United States and of the 
State of JSTew York, with the outlines of Municipal and Inter- 
national Law." Gentlemen, the pupils have been already fully 
taught the Constitution of the United States in the preceding 
grade, in connection with History of the United States, and we 
pray that it be taken out of the first supplementary grade. We 
can, after they have studied it in the second supplementary 
grade, give, if absolutely required, a certain amount of lecturing 
to the classes upon that subject which is necessary for their 
after life, and there we should desire to leave it, without taking 
up the whole subject and teaching it as an original lesson. In re- 
gard, therefore, to this study of the Constitution, we request, 
that if it be taught in the former grade, it be left there when 
completed, and the time which would be devoted to going 
through the study again be given to something else. The Con- 
stitution of the State of New York, we know, in its general 
features, to be somewhat similar to the Constitution of the 
United States, but when it comes to the " outlines " of Munici- 
pal and International Law, it again becomes a very different 
affair. We ask you, gentlemen, where shall we ever stop ? or 
where shall we ever go if we do not stop ? Leaving aside, for a 
moment, Municipal Law, we have before us International Law, 
a subject which has for years engaged the attention of the ablest 
minds of the nineteenth century. What can we be expected to 
teach on a subject like this, which is not yet so accurately de- 
fined as to be considered a perfected science by those who have 
devoted years to it ? Besides, we have no book by which we 
can get these subjects before our pupils ! I have a little book 



47 

called " Alden's Science of Government." The great bulk of 
the book, which of itself, however, is not very large, is taken 
up by the Constitution of the United States, about one and a 
half pages to the Constitution of the State of New York, and 
one or two pages are devoted exclusively to the outlines of 
Municipal and International Law. If that be the " outlines," 
we shall not object to teach it, but we think that that outline 
of International Law is hardly worth teaching. 

Such changes as I have referred to, therefore, we ask in rela- 
tion to these indefinite outlines and reviews of studies which 
have been taught in the preceding grades, and we think we may 
then be able to find time to complete the course of studies as it 
should be then laid down. 

The third resolution is different in character from any of those 
which precede it, and is a subject which has not been approach- 
ed by any one of the speakers this evening. It reads as follows : 

Resolved, That the abolishment of the Introductory Class in 
the College of New York, and a modification of the course of 
study in the College, and in the first grade of the Supplementary 
Course in Male GFrammar Schools, so as to form a continuous 
chain of instruction, would be beneficial." 

"We mean, that it would be beneficial to the pupils of the 
classes. I wish here to present a few statistics upon this ques- 
tion, which will I believe, illustrate our ideas upon this rjoint, 
though in my statistics I may be a little at fault. I think that 
every year there are sent up to the New York College about 
five hundred pupils from our Grammar Schools, and many of 
them go there, it is firmly believed, with no definite idea of 
staying. They go there merely as a means of obtaining a 
recommendation. If they can secure from that institution a cer- 
tificate that they have prepared at that College, they leave it 
and immediately go down to engage places in offices and places 
of business with very little else to recommend them for such po- 
sitions except the fact that they hold their certificates from the 
College. 

There is no teacher who has prepared a class for the New 
York College, who will say that the examination is not perfectly 
easy, and unless the pupil is very dull and stupid, or does not 
wish to be admitted, he is certain of passing. A number of 



4S 

pupils have been rejected, who Lave been sent there, because 
they were not prepared exactly with the style of questions which 
were to be given them, while others who were inferior scholars 
have succeeded in passing an examination by judging with 
tolerable accuracy as to the subject or particular branches of 
subjects upon which they were to be examined. In the study 
of Algebra, for instance, I have endeavored to test the probability 
of succeeding in such an attempt, and I have been able to tell 
very nearly what questions would come ; and this I arrived at 
by reasoning from the questions of preceding years. Now, 
gentlemen, it is generally acknowledged that the examination 
to admit pupils into that introductory class is a very easy one, 
though the time was, when the institution was first formed, 
that to secure admission to that institution was hard work. 
The greatest trouble now with scholars is to make them believe 
that it is difficult. 

The Chairman : I would suggest to the speaker that the stu- 
dies of the New York College are not under consideration here, 
and think it better that he should confine himself more closely 
to the subject related to in the call for the meeting. 

Commissioner West : I would desire to state, as one of the 
Committee, that I think the gentleman in order, and ask that 
he be allowed to proceed. 

Mr. Kennard (resuming) : I do not suppose that the Chair- 
man meant exactly that I was out of order. I am endeavoring 
to confine myself as well as I can to the subjects embraced in 
the call, and, in connection therewith, allude to the studies re- 
quired for admission into the institution referred to. Of the 
whole number, which I have stated to be about five hundred, of 
those who leave our Schools and go to the College, I, of course, 
cannot say exactly how many remain during the first year; but 
I know that many leave and come back to our Schools again. I 
have some statistics which I have taken from the Report of the 
Trustees to the Board of Regents, which show that last year the 
total number of pupils in this introductory class was three hun- 
dred and ninety-seven. In the Freshmen Class the number was 
one hundred and twenty seven, showing an excess of two lain- 



49 

dred and seventy in the former class, or a majority of more than 
two-thirds. Half of this last number, I think, could be retained 
in our Grammar Schools, under the same instructors that they 
have been under for the past few years, and carried on in a 
course of instruction equivalent to the course pursued in the in- 
troductory class at the College of New York. We think this 
would result in greater benefit to the pupils than when they 
go there and spend a period of three or four months under 
tuition. We even go as far as to say that we believe that the 
abolishment by the College of this introductory class will be in 
itself a benefit to that institution. 

This change also would relieve us of the necessity of prepar- 
ing our classes for two examinations in the same year, at one 
time for the College, and at another for the examination of the 
Superintendent. 

I have now spoken at some length upon these three first 
resolutions, and if anything I have said — and I can hardly 
tell just at present what I have said — may seem to be arbitra- 
rily spoken, I take the liberty of asking that it be not so consi- 
dered. 

The subjects referred to by the three remaining resolutions 
will be considered by my associate. 

On behalf of those who are represented by my colleague and 
myself, I will state that we hope much good may result from 
this discussion, to pupils, teachers, and the cause of education 
in our city. And if anything has been said which would seem 
to indicate that we are not satisfied with the Superintendents, 
or the grades, we ask that it be not considered as emanating 
from dissatisfaction among the Yice Principals, but rather from 
an earnest desire, when the opportunity was extended to them, 
to lay before you, gentlemen, such facts as their observation 
and experience have shown were open to improvements. 

These are the unanimous expressions of the Yice-Principals' 
Association from which I am delegated, and, in conclu- 
sion, I will state that they are willing to trust their reputations 
to the gentlemen who have summoned us here to-night at all 
times, and have unwavering confidence in the Superintendents 
whose province it is to examine the classes confided to their 
charge. 
4 



50 



The Chairman then announced that the Committee -would 
adjourn to Monday, May 11th, at 5 o'clock, for further discus- 



SECCMD SESSION. 

The Committee met pursuant to adjournment, on Monday, 
May 11th, 1S68. Present, Commissioners Merrill, {Chairman,) 
Dupignac, Hall, Neilson r West, Duryea, Warren and Euring. 

The Chairman announced that Mr. Hugh Carlisle, of Gram- 
mar School No. 48, would continue the discussion on behalf 
of the Vice-Principals of the Male Departments. 

Mr. Carlisle then addressed the Committee as follows : — 
Mr. Chairman and Gentlemen of the Committee — At the 
hour you adjourned your last meeting, the discussion of the ques- 
tions submitted in your circular had arrived at the fourth resolu- 
tion of the series adopted by the Yice Principals of the Male 
Grammar Schools. With your permission I shall now read that 
resolution. 

" Resolved, That in examinations by the Superintendent, 
no teacher or class ought to be held responsible for the studies 
of a preceding grade." 

This resolution, in substance, and very nearly in language, is 
coincident with one of the series passed by the Male Principals. 
Such consent in judgment upon a question growing cut of a 
common experience, if not " confirmation strong," may at least 
be allowed some weight in determining the sufficienc}' of the 
grounds upon which the proposition is founded. The question 
presented in this resolution was so well discussed at the last 
meeting, that if you allow me to recapitulate some of the argu- 
ments then brought forward, I shall have fully stated my own. 
It was at that time urged that while the class that occupies an 
advanced place in studies like arithmetic, for instance, in which 
principles and processes as they are developed become agents in 
the development of succeeding principles and processes, and in 
which the understanding of one part necessitates a clear concep- 
tion of preceeding parts, that class may rightfully be held re- 



51 

sponsible for the whole ground that has been gone over. But in 
studies like geography, where a knowledge of Europe might 
well consist with comparative or entire ignorance of North 
America, or like history, in which acquaintance with one period 
need not pre-suppose acquaintance with an earlier period — stu- 
dies in which the parts so loosly cohere that there is no violence 
done in dividing them anywhere— no teacher or class should be 
held to such responsibility. How much at variance, too, is it 
with our knowledge of the actings of the human mind, to think 
that because scholars may produce on demand what they have 
once learned, that they have derived no benefit from the study of 
it, or for the same reason to assume that it has even escaped from 
the custody of their memory % A minute comparison was made 
■ in your hearing, but for a different use, between the extent of 
ground to be gone over every week in the studies of the three 
highest grades, and the amount of time necessary to traverse 
that ground, that can be wrenched from the week as it flies. I 
shall take the liberty of applying that argument, without going 
into its minutiae, to the point in hand. I shall take the fact 
which Mr. Kennard adduced, namely, that all the time that can 
be got for teaching, divided by the number of studies in the 
grade, gives an hour and thirty-seven minutes a week for each 
particular study — an estimate, I may remark, which would add 
about three hours per week to the calendar of some teachers ; 
time which, if they could only obtain it, could no doubt be 
profitably spent in reviews. I shall take that average hour and 
thirty-seven minutes, and ask you to double it for -reading and 
for grammar, and for arithmetic, yes, to treble it, perhaps, for 
the algebra that precedes, not by stages, but begins at the 
beginning and goes in a single grade as far as it is required to 
go ; and do all this at the expense of geography, and history, 
and the Constitution, and astronomy, and book-keeping ; and 
last, but by no means least, at the expense of composition, and 
then say how much of the twenty-two hours is left — it can be 
set down in figures — how much is left after doing your own 
■work, to do over again the work of another in a lower grade. 
Do you begin to realize the agonizing of the teacher to accom- 
plish the whole work by the end of the allotted year ? If the 
day is not long enough for the studies proper to the grade, what 



52 

degree of energy would enable a teacher to force hie way 
through the studies that lie before him, and at the same time 
to make reprisals in the territory that may have been abandoned 
behind him. But it may be objected, that the time that may 
be taken for the accomplishment of a grade is not limited 
except in the teacher's favor. No one, it may be said, can de- 
mand that he shall do the work in less than a year, and, in the 
words of the by-law itself, he " shall occupy a period of one 
school year, or more, as may be necessary." But this objection 
is not ingenuous. What school, much less what teacher, could 
afford to take more than may be necessary ? No, " necessity is 
laid upon him, and woe is unto him" if he do not make a finish 
in the ten or eleven months that everybody else does it in. The 
circumstances of the case — those invisible but ever present Shy- 
locks — are as inexorable in their demands, as if a year, no more, 
were prescribed in every letter of the by-law. 

There is another aspect of the case. Think of a thorough-go- 
ing class, after a year's strenuous exertions, and with the confi- 
dence they have a right to feel on their own ground, tripped up 
at the outset of the examination by the mere accident of a few 
hap-hazard questions on some subject of the kind we are consid- 
ering. Now think also of the disheartening effect of such an 
event upon spirited scholars, and the wrong done to them and 
to a devoted and faithful teacher, who, it might have been, -was 
depending upon his first examination for a good name, depriving 
them, not of the sustaining sense of having done their utmost, 
but taking from them the credit they had earned by diligent 
work. This is reason enough without another besides, for mak- 
ing such a change in the course of studies as would prevent such 
a thing from ever taking place. Besides, it is not necessary to 
know that such a condemnation of a teacher ever did occur. It 
is enough to know that it might do so, and that if it has not 
many times happened, it is due to the right feeling of the Super- 
intendents as to what is reasonable and just under the circum- 
stances. It is enough that the bylaws regulating the subject of 
studies and examinations admit its possibility, and actually in 
terms lay down in several distinct places. (Sec. 88, p. 125, Sec. 
87, Sec. 85, p. 124, taken, of coarse, in connection, as they must 
be with extent of the reviews and vagueness of the outlines pre- 



53 

scribed in each grade). Yet I think that the difficulties involved 
in reviews will best be corrected, not by sweeping them away, 
but by definitely naming the particular things which shall be 
taken up in any study. Such are the reasons, which on behalf 
of the Male Yice-Principals, I use in support of their resolution, 
to the effect that no teacher in an examination should be held re- 
sponsible for the studies of a preceding grade. 
The next resolution is as follows : 

"Resolved, That we do not recommend, so far as the three 
highest grades are concerned, any change in the maximum num- 
ber of hours allowed for home study." 

It might appear, at first sight, a very obvious way of lessening 
the amount and arduousness of the labors of teachers and scholars, 
and by that means of allaying the present dissatisfaction of pa- 
rents of children that attend the Public Schools, and of many 
others interested in public education in this city, and preventing 
the recurrence of such complaints as are alleged in the pream- 
ble to the resolution appointing your Committee to relieve the 
scholars entirely of home study. You might do this at once by 
taking away the leave granted to teachers by Sec. 89 of the by- 
laws, of giving lessons to be learned out of school. And this really 
was the way in which relief was afforded about this time last 
year to the pupils of the two higher classes in the Primary De- 
partments, which, with respect to the teachers, and with respect 
to the scholars, too, as Miss McCloskey affirmed at the last 
meeting, it was, to use a simile already employed by Mr. Hunter, 
a repetition of the old Egyptian task of demanding the full tale 
of bricks, yet compelling the makers to find their own straw. 
The resolution of the Board of Education, recalling the books 
that were in the hands of these Primary children, rendered in 
metaphor, would be the literal order of Pharaoh, " Go ye, get 
you straw where you can find it, yet not aught of your work 
shall be diminished." Nothing of all that had been previously 
required by the course of studies for the departments was omit- 
ted, except some of the facilities for performing the work. 

The by-laws humanely prohibited for years the giving of out- 
of-school lessons to Primary scholars. But as long as text- 
books were allowed to be taken home, such lessons were given, 
and in the meantime, geography, which had been dropped from 



54 

the grade, was restored to its place again, and, when the home 
lessons were effectually precluded, by taking away the books, 
geography was still retained. Thus, while with the best of in- 
tentions to relieve those children, this action really added to the 
burden both of teachers and pupils. 

The Vice-Principals, however, wish to say nothing here with 
respect to other grades than their own. Individually, their opin- 
ions on the general subject of text-books and home study may 
be as diverse as are the opinions evidently of the other classes of 
teachers represented here. At the last meeting, Mr. Scott 
thought that in Male Grammar Schools, except in the matter of 
reviews, the energies of the pupils were not overtasked, and in 
his own school, where, as in other grammar departments, I pre- 
sume some lessons are given to be learned at home, there was not 
too much work required. Mr. Hunter characterized home study 
as a good deal of a farce, particularly in the lower classes, while 
the Principals of the Primary Departments recommended its res- 
toration to the classes where it was formerly in use. Deprecat- 
ing so hazardous and untried an experiment as the attempt to 
achieve, within the four walls of a class-room, the amount of 
work involved in the completion of an entire grade such as either 
of the three highest, and without the aid of any further labor on 
the part of the pupils than what they bestow under the immedi- 
ate guidance of the teacher, the Yice-Principak have felt it to be 
their duty to endeavor to avert what they consider would be so 
adverse to the interests of the schools, and particularly of the 
teachers and scholars of the three upper grades in male depart- 
ments, as any measure annulling the provision for home study, 
as now applied to those grades. I would ask your attention to 
one or two remarks I have to make in support of this view. 

The amount of daily study necessary to complete in a year 
any one of the three highest grades requires more time than 
can be obtained during the hours spent in school. The argu- 
ment drawn from the extent of ground to be gone over, and the 
length of time we must do it in, is a sheet anchor, and I employ 
it again. ISTot being a mere matter of opinion, not a thing of 
invention, but drawn from the every-day experience of the 
teacher, it is unanswerable. A teacher must count off his time 
by minutes, and husband every one of them, if he would get 



55 



no less, to every part of it. Before I heard Mr. Kennard's anal- 
ysis of his time, I had already prepared one from my own daily 
work. Leaving out three hours and a-half per week for special 
studies, five hours for recesses, and twenty minutes a day for 
the morning exercises, and ten minutes a day to write the next 
day's lessons on the board, and whatever else may have to be 
done before dismissing, nineteen hours out of the thirty is all 
that the closest economy can save for actual teaching. This 
would admit a scale, for thirteen studies, of from three hours to 
fifteen minutes a week for each study more or less important, a 
programme which I think the experience of most teachers will 
allow to be in general practicable. It certainly turns every 
moment to account, for four lessons a week, of three-quarters of 
an hour each for the most important studies, may be displayed 
on many a class bulletin or order of exercises, but it often re- 
mains there, more an object of desire than of actual enjoyment. 
Let us try this estimate, however, and see how it will accom- 
plish the year's work. We might take geometry as a type of 
the most exacting of the studies, and one at the same time very 
convenient for dividing into lessons. If we use Docharty's 
Geometry for a text-book, and it furnishes a very concise arrange- 
ment of the subject — besides the definitions covering about ten 
pages, there are in the ground prescribed for the First Supple- 
mentary Course 170 distinct propositions. The school year em- 
braces about 215 days. Four lessons a week is a lesson a day for 
four-fifths of all the days in the school year,or 172 lessons,or a pro- 
position of geometry for each lesson ; and this when the study is 
first taken up, and allowing for the average ability of the class 
and for reviews, is about as much as could be done thoroughly, 
thus completing the subject in the allotted time. Now, what 
about the labor necessary to effect this % The ancient method 
of training in the Public Schools by handing a boy a geometry, 
with directions to learn half the first book, and perhaps allowing 
another boy to hear the lesson for you, is gone by. The teacher, 
we suppose, is ready for the lesson. Pie has just 45 minutes, or he 
encroaches on his other work. Suppose that half an hour is used 
in the most expeditious way in testing the competency of the 
class in the lesson. He has then fifteen minutes left for analyz- 



56 

ing, on the blackboard, the method of proof used for the de- 
monstration of the proposition or propositions intended for the 
next lesson, and for ascertaining by questions, as he goes along, 
whether his pupils comprehend his explanation ; and, at the end 
of his 45 minutes, he is ready to leave the lesson for them to re- 
produce, on the next occasion, his analysis, as well as the demon- 
stration of the book, or their own, as the case may be. Now, 
suppose there was to be no further study of this lesson than the 
fifteen minutes explanation we have just witnessed, how many 
of the scholars would be able to go through with their lesson by 
the time the next hour for geometry rolled round ? 

There was the true preparation made in that analysis to en- 
able them to study to purpose ; but without provision made for 
such study as is necessary in order to bring up clearly their own 
conception of the subject, the labors of the teacher will be 
found to be barren of any available result, except, perhaps, with 
a few superior minds in the class. Studies like arithmetic, alge- 
bra, and book-keeping, and even grammar, can well be satisfied 
with the instruction of the school-room ; but studies like geom- 
etry, when you consider the extent and strangeness of the sub- 
ject to beginners, as well as the fixed and continuous attention 
it requires to get a lesson, you must assent to the necessity for 
assiduous study out of school, in order at all to profit by the 
lessons given in school. 

Such subjects as this must have for the student, in the act 
of studying, the seclusion which he can only find at home. It 
is of the nature of all reasoning to require the closest attention. 
Our attention is required but for a moment to perceive the rela- 
tion between two facts when it is apparent to the senses. But 
when the relation that links these facts together is so obscure 
that it has to be traced by means of other relations, it becomes 
more difficult, and the attention must be continued, it may be, 
for a long time together. So it is with geometry. " All or 
none" is the demand it makes upon the attention. If a single 
step is missed, in following out a demonstration, the mind must 
return to where it was when the attention was drawn aside. 
Indeed, if a pupil could become an adept in every other of the 
studies of these grades solely by what he gains in the common 
efforts of his class, geometry would remain the one exception to 



57 

the rule, and he would have to isolate himself from his compan- 
ions during the time of study, if he would succeed in acquiring 
any considerable knowledge of it. 

But the physical and mental ability of the pupils who are 
engaged in the highest grades is adequate to all the work that 
can be given them, both in school and at home, within the time 
allowed by the by-laws regulating that subject. Boys of 15 or 
16 scarcely know fatigue. Enlist them with a sufficient motive 
and they will do anything you ask, and still have energy in re- 
serve for the next demand. They are now as well able to per- 
form a long day's work as they will be when they have actually 
to leave school to follow some business avocation. They have 
reached a period of life, when, with scarcely another duty super- 
added upon those of their own childhood, a force, both of body 
and mind, has been accumulated which will find scope only in 
the occupations of manhood. The need of economizing this 
surplus force, both for their intellectual and moral advantage, is 
acknowledged in the fact, that in school systems in other places 
which provide an immunity from lessons out of school to certain 
classes of pupils in consideration of youth or sex, with respect 
to the higher classes of boys the only restriction is upon the 
length of time such lessons may occupy. It is so in Boston ; 
no out-of-school lessons are assigned to the children in the 
primary departments, or to the girls of the grammar schools — 
but to the boys of the grammar schools — only limited, as I say, 
in the length of time to be taken for them. 

What are some of the advantages of out-of-school lessons ? 
Liberty to appoint home lessons would afford the teacher a con- 
stant opportunity for employing that kind of discipline by which 
mainly scholars of that age must be controlled. Boys of this age 
are allowed a greater range of discretion than when they were 
younger. Whatever authority is exercised over them must be 
brought to bear, not so directly as heretofore, but by the inter- 
vention of motives. Let the habit begin to be formed of feeling 
that they must devote their own time to duty, which, if they 
postpone, they themselves will be the losers. Let them feel that 
whereas they have been children, understanding as children, 
and thinking as children, that now that they are becoming men 
they must begin to do the work of men. It is a necessity, too, 



5S 

at this period of life never to let the mind go unoccupied. Let 
there be no such thing as leisure time. Give them enough work 
in school to make them enjoy play when they get out ; and be- 
fore they have become tired of play, and begun to feel the want 
of something to do, let the hour come for the preparation of les- 
sons, peremptorily demanded on the next day. They leave 
school at three o'clock. They have then several hours of day- 
light for recreation. Make it imperative that part of the even- 
ing shall be given to study, and fewer boys will be found at 
night beyond the reach of wholesome restraint. 

Home study will foster self-reliance. One of the cardinal 
priciples of teaching is to do nothing for the scholar that he can 
be made to do for himself. The difficulties of any case will not 
appear to him with half their vividness, unless they are allowed 
to rise in his path of themselves and unsuggested. If they are 
pointed out beforehand, he will be more apt to wait for assist- 
ance than to proceed himself, relying upon his own ingenuity 
and skill to engineer his way through. The moment help is 
given, his mind loses its alertness, and if he does get at the solu- 
tion of what was proposed, it is with the loss of all the pleasure. 
Could he have been left to his own resources, he might have dis- 
covered how easy sometimes a thing becomes when it must be 
done, and how a way will rise to his feet when he sets himself 
to prosecute it. Let work then be provided to be done at home. 
Let it be as much as possible in application of what has been 
taught. Let it be not so difficult but that with reasonable effort 
and in a reasonable time it can be accomplished, and let it be of 
a kind to encourage original thinking. Put such a high tariff on 
foreign ready-made goods as to compel resort to home manu- 
facture. 

Another advantage : Home study on the part of the scholar 
will necessitate home study on the part of the teacher. Each is 
the complement of the other. 

If the teacher fulfill his duty with respect to his scholars, it 
will be only by diligent and constant stud}" on his part, Should 
he make careful and exact preparation for each succeeding les- 
son, laying all his reading and intercourse with others under 
contribution to illustrate it, he would be repaid in innumerable 
ways for all his labor, both as respects his own improvement 



59 

and that of his class. He knows how to exercise the minds of 
his scholars in the varions mental operations he went through 
with himself. He knows the kind of work to give them for 
calling out their best efforts at home, and the results they bring 
will often give him material for teaching and compel him to 
further preparation. His influence over them would be multi- 
plied a hundred fold. And yet if all this, and more than this, 
will fail in reaching many of his class at this critical period of 
life, how necessary that no means should be dropped out of use 
which have been proved efficient in most cases ? 

Before reading the next resolution 1 wish to say that one of 
the charges which the Yice-Principals considered very important 
was the placing of book-keeping among the studies of the first 
grade. 

This is advisable, because, unless a class has reached one of 
the supplementary grades, they cannot make book-keeping one 
of their studies. Besides, in a number of the schools, from vari- 
ous causes, such as locality, &c, it is next to impossible — it is im- 
possible to keep a sufficient number of scholars long enough to 
form a supplementary class. It is, however, in the highest 
classes of such schools that many boys must obtain what educa- 
tion they get to fit them for their future calling, and many boys 
are compelled to leave school before they have got beyond the 
first grade, to whom a knowledge of book-keeping, of which 
they are deprived by the present arrangement, would, in many 
cases, be of very great service to them, not only in obtaining 
places, but in fulfilling their duties when they have obtained 
them. 

The last resolution is as follows : 

" Resolved, That whereas we consider an equitable marking 
system a protection to the good teacher, we recommend the 
substitution of adjectives of degree in place of the present 
method." 

This resolution is specific. The system which is recommended 
is the one which was adopted by the Superintendents when the}- 
laid aside their first system of marking by numerals. Why they 
afterwards replaced it with another system of numerals I do not 
know. But every one does know that while it was in use, not- 
withstanding the fact that it had been devised to obviate the 



GO 

objections made against the employment of numerals, the Super- 
intendents used to be besieged by teachers the moment the 
examination of their class was ended, to learn, not the 
epithet he had awarded — they would not be satisfied with 
that — but the arithmetical result of the calculation by which the 
epithet was determined. They must have the figures. This 
may explain the abandonment of the plan. Yet the figures 
continued to be objected to — and with just grounds, as most must 
think. 

Any plan that professes to lay down, as by a hair's breadth, the 
distinction between the qualifications of one class or school and 
those of another, and have the effect of defining with the same 
precision the comparative ability and standing of their teachers, 
is invidious; its direct tendency is to beget a feeling the most 
deleterious that can find place in the mind. Some way of 
acknowledging the merits of efficient teachers and of taking 
cognizance of the inefficiency of others is essential to the prosper- 
ity of the schools. There is none, however, that ought to attempt 
to do this, except in a general way. There is none that do not 
require the utmost circumspection on the part of the examiner. 
And here I can but repeat in substance what was said at last 
meeting, that if any evil has resulted from any of the systems 
that have been used, it has been in consequence of what was 
inherent in the system, and not in the mode of conducting the 
examination, or of any intention on the part of the Superinten- 
dents. I can but express the same respect for men who have 
had it as a part of their daily duty to employ an instrument 
capable of so much harm, and who have for years so used it as to 
have lost no jot of the reputation for fairness which they obtained 
when they entered upon their office, and to retain to this day 
the confidence of those who would have been most affected by a 
wrong judgment. 

The plan recommended in the resolution is open to the fewest 
objections of any that, so far as we know, can be used. With 
these words, Mr. Chairman, we leave this matter in your hands. 

To determine a course of studies which shall be most in accord- 
ance with the order of development of the faculties of the 
mind ; which shall have respect to the various avocations of life, 
and not only so, but also to the moral character of those who 



61 

are to engage in those avocations : to determine this, and to do 
it in such a manner as that the labor to "be undergone both 
by teachers and scholars shall be commensurate with the import- 
ance of the objects proposed, and yet be not a burden too grievous 
to be borne, is a task the difficulty of which can best be realized 
when we consider that with the experience of all who have lived 
and died before us, it is now, at the present time, the question 
which more than any other is occupying the minds of educators. 
This, no doubt, Mr. Chairman, was the object had in view by 
the Board of Education when they entrusted your Committee 
with the inquiry you are now carrying on. 

"When you have recast the studies of the course, and the time 
to be spent upon them, there still remains for consideration, if 
they cannot be definitely prescribed, What are the best methods 
of teaching? The studies, as they will be pursued in our schools 
and colleges in future, appear now as if they were falling into 
line spontaneously in a way adapted to the human mind. But 
as to the best methods by which education can be carried out, 
as long as one teacher succeed best by one method and another 
by a different one, there will always be just as much diversity of 
opinion and practice as ever. But if, along with the result of 
your deliberation respecting an amended course of studies, you 
should make available to all the teachers of the Public Schools 
in this city by information on the subject, to which no doubt 
you have access, the various methods of instruction to which 
may be ascribed the superior excellence of the school system of 
any one country over that of another, as of Prussia, for instance, 
of the popular education of which country completeness and cul- 
ture are said to be the characteristics, you would confer a benefit 
upon the city of New York which would be felt in all her 
interests. 

Mr. Frederick W. James, of Grammar School No. 17, as 
representative of the male assistant teachers, then addressed 
the Committee. 

Mr. Chairman and Gentlemen of the Committee : 

In obedience to your request, the male assistants respectfully 
present for your impartial consideration, the following objec- 



tions to the present course of study. In the first place, it is 
too indefinite- in its requirements. This defect is especially 
apparent in spelling, geography and oral instruction. In the 
first branch, throughout the entire seven grades, miscellaneous 
words are required, in addition to the large number found in the 
reading lesson. Webster defines the word " miscellaneous " as 
" mixed," an unfortunate condition in which many teachers find 
themselves while endeavoring to impart instruction according 
to the present requirements. As long as reading books, 
containing six hundred pages, and weighing one pound 
nine ounces, are used in many of our first grade classes, 
we respectfully submit, that a correct knowledge of the 
words and. definitions contained in a volume of the above de- 
scription, should be sufficient to demonstrate the thoroughness 
with which a class has been instructed, without resorting to 
" miscellaneous " words. If Webster's Unabridged Dictionary 
was in use as a text book for pupils, there might be some reason 
for an unlimited number of miscellaneous words to be given at 
examinations. If they must be given, would it not be better 
to have some limit for each grade? For example, certain 
grades might be required to be familiar with monosyllables, 
other grades with dissyllables, and so on. A teacher would 
then have some idea of the requirments in this branch at least. 
In the seventh grade, primary geography is specified ; in the 
sixth, outlines ; in the fourth, general features ; in the third, a full 
knowledge of North America and its divisions ; and so on until 
we arrive at the first grade, when a general review is demanded. 
We acknowledge, in company with our predecessors, our inabil- 
ity to define the extent of the term " outline." The same ob- 
jection exists in regard to " general features." That which one 
might deem a general feature, another would not. One exami- 
ner might with propriety deem the city of New York as a pro- 
per subject for a question ; another might think Bridgeport, which 
ranks as the 78th city in the United States, a proper one also ; 
the Dwina River, which ranks as the 19th river of Europe, still 
another. Would it not be better to specify in a more definite 
manner the amount of work required in each grade? Let the 
teachers know that the largest five, ten or fifteen cities, rivers, 
capes, &c., of a country are sufficient, and they will then pos- 



sess some idea of what amou nt of ground to go over. In oral 
instruction, young children just promoted from the Primary 
Department are required to be proficient in the qualities and 
uses of familiar objects, such as articles of clothing, food, and 
materials for building. It would be no easy task for you, gen- 
tlemen, to describe the qualities (to say nothing of the uses) of 
many articles of clothing now before you ; still, a child in the 
seventh grade is expected to possess a knowledge of these sub- 
jects. In the sixth grade an outline knowledge of animals is 
required. What animals? Will the dog, horse, cow, &c, 
be sufficient, or must the animal kingdom, from the ant to the 
elephant, including the cynocephalus, be taught ? In the first 
grade pupils must understand commerce, and be taught the cur- 
rent events of general interest as recorded in the periodicals 
of the day. As the last current event of general importance 
is the Impeachment Trial, we presume that teachers with 
classes of the first grade have their hands full on this 
one subject. We do not condemn " Oral Instruction," but 
simply ask that some limit may be placed upon it. Another 
objection to the present course is that it requires too much 
time to be devoted to studies that develop the memory only. 
Especially is this defect noticeable in geography and history ; 
the former branch is taught in the entire seven grades, the 
latter in the highest four. As any information in regard to 
either of these branches can be obtained in a few moments 
from an encyclopaedia or atlas, it seems to us that the time 
could be occupied to better advantage (after the fundamental 
and important points have been mastered), by pursuing other 
branches that tend to develop the reasoning faculties to a 
greater extent. 

Another objection to the present course is the frequent and 
searching reviews required. JSTo one will deny that, in order to 
instruct a class of pupils successfully in some branches, a teacher 
must and will resort to review ; take the study of arithmetic, for 
example : any intelligent teacher knows that before a pupil can 
comprehend profit and loss, or interest, he, the pupil, must un- 
derstand the principles of percentage ; and if these principles 
are not thoroughly mastered, no intelligent progress can be 
made until this ground has been reviewed. But allow us to call 



64 

your attention to other branches. Take the subject of history : 
What connection has the settlement of Virginia with the battle 
of Trenton ? Or the defeat of Braddock with the evacuation of 
New York ? Why require a pupil of the first grade to review 
the colonial history of our country? Is it necessary for him to 
possess a knowledge of the French and Indian War in order to 
understand the War of 1812 ? In geography, what connection 
has the Hudson Eiver with the Yolga, or the city of Paris with 
Cape Horn ? Must a pupil be proficient in North America be- 
fore he can study the map of Europe ? 

The first grade calls for a general review of the whole subject. 
In order to ascertain the amount of work a teacher must go 
over to give his pupils a general review, we have calculated the 
number of questions laid down in one of the geographical text- 
books. The result is as follows : Isthmuses 7, deserts 19, penin- 
sulas 26, straits 62, mountain ranges 92, lakes 104, peaks 124, 
seas, gulfs and bays 142, capes 154, capitals 194, islands 214, 
rivers 318 — making a grand total of 1,456 questions in this sin- 
gle subject of " General Review." 

It may be said that pupils are not required to know all these 
questions. Admitting that only one- tenth part is given at ex- 
aminations, which tenth part of the 1,456 is the teacher to se- 
lect ? Our geographies contain many insignificant questions 
that are of no earthly use, such as volcanic islands, which are 
frequently wiped out of existence. A teacher has not the time 
to go through a lesson, and point out the proper and improper 
questions to study ; hence the pupil must commit all to memory 
or discard the book entirely. If geography can be taught by 
outline maps, then no necessity exists for a text- book. If, on the 
other hand, a book is needed, and we think it is, we respectfully 
ask that the pupils shall be furnished one that will be of more 
practical use to them. While review, under different circum- 
stances, may be right and proper, we submit that under the 
present regulations it is unjust to the teacher. It is holding one 
responsible for the short comings of another. The higher the 
grade the more review required, so that the Vice-Principal in- 
structs his class in the 14 studies of his own grade, and then, by 
way of variety, reviews the work done in all the other classes. 
If promotions have been properly made, the pupils understand 



65 

the subjects they have gone over ; if promotions have not been 
judiciously made, why hold the class teacher responsible for 
something over which he has no control 1 We therefore submit 
that no teacher should be held responsible for any grade except- 
ing the one taught by himself. If a teacher has a class given 
him that has completed the third grade, and he undertakes to 
instruct these pupils in the second grade, then examine that 
class in the second grade, and let said teacher's reputation stand 
or fall on what he has himself accomplished. 

If an examination in reviewed studies is desired, let it be 
made separate and distinct from that portion of the course as- 
signed to the teacher's class. The present system of marking 
the results of the examinations tends to produce a pressure on 
teachers and pupils which is injurious to both. It is a well- 
known fact, that, under the present system, a teacher's reputation 
depends, in a great measure, upon his ability to obtain a high 
percentage of the maximum of marks given at the examination. 
School officers, consult these results ; the figures have been pub- 
lished (we do not say by the authority or consent of the Super- 
intendents) in the newspapers. Teachers are often appointed to 
important positions, provided they can obtain 85, 90, or 95 per 
cent. These marks do not always prove to be infallible recom- 
mendations. In some instances teachers have been unsuccessful 
notwithstanding they have received a high mark. 

It sometimes happens that if one teacher excels another by one 
or even a half per cent., the successful one is apt to imagine him- 
self the superior teacher ; perhaps he is to the extent of one-half 
per cent. Pupils of a class that happened to obtain 90£ are apt 
to look with a kind of contempt upon both teacher and pupils 
of that class which obtained but 89f, and the respect for that 
teacher which all the pupils of a department should manifest is 
diminished by this circumstance. It is almost impossible to 
mark all classes according to the same standard. In some locali- 
ties a large portion of the children frequently attend religious 
services ; in other neighborhoods the children are of a poorer 
class, and are frequently detained at home to aid their parents. 
Again, the size of the class should be taken into consideration. 
In some schools, classes in the second grade have an attendance 
of twenty-five or thirty pupils ; in others the same grade class 



66 

will have forty-five or fifty in attendance daily. In some of the 
classes of the Grammar Schools seventy-five or eighty pupils are 
under the care of one teacher. Is it reasonable to expect a 
teacher with a class of seventy-five to accomplish the same 
amount of work, or even half of it, as well as one whose class 
numbers but thirty % In a late Annual Report one of the Super- 
intendents said, in regard to this subject : 

" My experience indicates that the number of scholars in a 
siDgle class should not exceed forty." 

If this judgment is correct, is it not fair that where classes are 
found to contain more than this number, that this fact should 
be taken into consideration? At the last examination, 110 
classes out of the 1,425 examined failed to obtain 75 per cent. 
It is not at all improbable that from these classes promotions 
were made, although the pupils were pronounced deficient, and 
yet, under the present system, the new teacher is held account- 
able for this deficiency. 

The Superintendent, in speaking of the marks obtained at the 
examinations, says : 

" Should such average percentage fall below seventy-five, the 
result would be regarded, in the absence of sufficient explana- 
tions, as unsatisfactory ; and whenever the records of the De- 
partment show a repetition of such results for two or more suc- 
cessive examinations, it will be regarded, in accordance with the 
decision of the State Superintendent, and the sanction of the 
Board of Education, as sufficient cause for the revocation of the 
certificates of qualification held by the teacher, on the ground 
of practical incompetency and inefficiency, or for the recommend- 
ation to the Board of Education of his or her removal."' 

And one of the reasons given why this course should be 
taken is : 

"In view of the liberal compensation now paid to teachers of 
every grade, and of the ample facilities afforded them for the 
faithful discharge of their duties, there can be no sufficient justi- 
fication for the retaining in the employ of the Board such of 
their number as find themselves unable, after repeated examina- 
tions, based on their own reports of the condition of their classes, 
to attain an average of seventy-five per cent.'' 

The first reason in regard to the liberal compensation is a 
question upon which there is a great diversity of opinion ; but as 



67 

it is not one of the topics under consideration we pass it with 
the mere notice, that at some future time should your Honorable 
Board desire it, we will endeavor to show that there are two 
sides to this question. The suggestion made in regard to the 
use of adjectives in marking the results, has many objectionable 
features also. From ten to twenty words may be used that 
would denote every shade of quality. The result of every ex- 
amination must be one of two things, either satisfactory or unsa- 
tisfactory. Is not this sufficient for all practical purposes ? 

In conclusion, Mr. Chairman, we desire to express our appre- 
ciation of the consideration shown by your honorable body in 
allowing the assistant teachers to express their views on this im- 
portant subject. We have endeavored to do so in a spirit of 
good feeling and with a sincere desire to represent the facts in 
their true light, as they appear to us. We acknowledge our in- 
ability, in a measure, to exercise the same mature judgment as 
our worthy superiors; nevertheless, our opinions, which we 
submit with diffidence, are the result of many years experience, 
and we give them with a firm belief in their truthfulness. If 
anything has been said that would seem to reflect unfavorably 
on a single person interested in this matter, we ask to be acquit- 
ted of any intentional desire to accomplish this result. And 
now, gentlemen, having very imperfectly endeavored to perform 
our duty, we respectfully submit our conclusions, in the hope 
that much good will be derived from this friendly discussion, and 
that our noble institutions of public education may be made the 
means of bestowing greater advantages and blessings upon the 
youth of our beloved country. 

Mr. Henry T. Carroll, of Grammar School No. 1, continued, 
on behalf of the male assistant teachers, as follows : 

Mr. Chairman and Gentlemen of the Committee, — 
I do not this evening propose to delay your time in talking of 
matters that have been ably handled by those who have pre- 
ceded me. Suffice it to say, that the assistant teachers, at their 
meeting, have given ideas to the delegates which have been al- 
ready spoken of by the Principals and Yice-Principals who have 
taken this floor previously — especially so, in reference to the 
" words," outlines and reviews. 



cs 

It appears to me, from the drift of the communications and 
speeches placed before this body, that a great deal of blame is 
placed upon the shoulders of the Superintendents, in reference 
to the course of studies. The Principals say, and others also, that 
they do not believe the Superintendents to be immaculate. I 
hope you will allow us to say, as assistant teachers, that in the 
conduct of the Schools, we do not exactly believe that all Princi- 
pals are immaculate. 

One of the greatest evils that assistant teachers have to fight 
against, is the very imperfect manner in which some promotions 
are made. For instance, Mr. Yice-Principal sends 35 or 40 
boys to the College. The teacher below is informed that that 
class must be made up. Here are 35 to 40 vacant seats. 
" You will be kind enough to prepare that number of your best 
scholars, and have them sent here." Mr. First Assistant is request- 
ed to do the same, and so on ; the promotions will run to the end. 
And very strange, indeed, the Principals are anxious to obtain a 
very large promotion, for reasons that are probably best known 
to themselves. Another thing that we must complain of, as as- 
sistant teachers, is the conflict between Superintendents and 
Principals. Our Superintendents tell us that " we do not wish 
you to go over a great amount of work and do it imperfectly ; 
we wish you only to go over an amount that you think you can 
prepare yourself and your class for properly.'" The Principals 
tell us : " Mr. Teacher — the class above you is in the first grade. 
I am expected to promote a class from you next time — to pro- 
mote those who are able to enter the first grade." This is also 
carried to the end of the department. And the assistant teacher 
is thrown between two fires. The Superintendents tell us that 
the work we perform we must do well. They mark us according 
to our own reports. Our Principals tell us we must prepare our 
classes to enter the grade or class that is above us. If we dis- 
oblige either, I am afraid that a soft word is not generally given 
to us. 

The assistant teachers, at their meeting, adopted a series of 
resolutions. I have been led to understand that a part of the 
resolutions that we have, are in reference to corporal punish- 
ment, and that these are for the present foreign to the subject. 
Not being notified myself, or informed of the matter officially, I 



69 

take this occasion of stating this, and as it is against the wishes 
of the Committee, that part I will not read. 

Another of the resolutions adopted by the assistant teachers 
is the following : 

" Resolved, That one of the greatest obstacles to success in 
teaching our respective classes, is the very imperfect manner in 
which promotions and admissions are made." 

In reference to the admission of scholars to classes, many of 
the assistant teachers have given cases to us. Here a scholar had 
sought admission to the school. The Principal would ask him 
what school he had previously attended. When he was informed 
of this and of what class he had attended, he would be brought 
to the corresponding class in the school at which he applied. 
The Principal then tells the assistant, " Take this boy to your 
class and give him a trial for two or three days." This done, the 
assistant brings the boy to the Principal, and informs him that 
the boy is not capable of keeping up with the class. The Prin- 
cipal says, " You have not given him time enough ; no person can 
judge of the capacity of a scholar in three or four days ; try him 
again — a week, or longer !" A week's time is given, and the 
boy at the end of the week comes out with the same result. He 
is brought to the Principal, who, when told the result of the trial, 
says : " Well, I am afraid if we take the books away from that 
boy, and put him into a lower class, that we will lose him as a 
scholar, and it is absolutely necessary that we should have a 
large average attendance this year." 

Another of the resolutions adopted by the assistant teachers 
is this : 

Resolved, That no pupil should be admitted or promoted to a 
class, who at the time of such admission or promotion is not 
thoroughly qualified, and that any pupil whose average standing 
and scholarship are indicated by the class record as less than 80 
per cent., should be deemed unqualified for promotion." 

We deemed, as assistants, that the examination by the Su- 
perintendent or Principals alone is not a criterion of the quali- 
fications of a scholar. We, as assistants, think that we should 
at least see or participate in the examination of pupils for our 
classes. I am very happy to state, that as far as my school is 
concerned, that privilege is allowed us partially ; but I am talk- 



70 

ing for the assistants — not for myself. They state that it is their 
belief that a scholar should have at least an average standing, 
omitting conduct, of eighty per cent. We find that, from the ex- 
amination by the Principals and also by the Superintendents, our 
dullest boys, at times, will appear to be ornaments in a class, and 
that -those that we have had our ideas or minds placed upon as 
scholars who would do well for us when the Superintendents or 
Principals should examine them, by some means or other — pro- 
bably by confusion — will appear to be the dullest ; and for that 
reason, we believe that the examination by Superintendents or 
Principals is no criterion to show the standing of the boys that 
are to be promoted. We would then ask the privilege of exam- 
ining the class record of the boy, and we are willing to take all 
chances, if they give us the privilege of selecting the 80 per cent, 
scholars. 

The assistants also adopted the following : 

Resolved, That no teacher should be held responsible for the 
studies of a lower class, and that the course of studies should be 
so revised, as to state in a more precise manner the exact extent 
of study required of the several pupils in the several grades." 

Enough has been said of that already, but perhaps a few words 
might be necessary in reference to the latter part of this resolu- 
tion, "that the course of studies should be so revised, as to state 
in a more precise manner the exact extent of study required of 
the several pupils in the several grades." 

In the arithmetics that we have as text-books in the schools, 
I know of no two authors that place their rules in the same po- 
sition in the book. One author will place " profit and loss" before 
" interest ;" another author " interest" before " profit and loss." 
I have examined a few of the arithmetics that are in the school I 
am engaged in, and 1 find seven different text-books. There 
are seven different ways of placing the rules, and if we choose 
or select either of those text-books as the book for our class ac- 
cording to the form of rules by which the Superintendents state 
the amount of examination in arithmetic, I fear some of us will 
neglect rules that the Superintendents have placed in their diaries 
as the regular rules to be examined in. We would, therefore, 
ask, that the Superintendents express in their course of studies 
to the Board of Education the exact work a class should do. 

We adopted also the following resolution : 



71 

Resolved, That whereas it is a great object of education to 
develop the mind, and train it to habits of close and correct 
thinking, and in our opinion the present system has too great a 
tendency to store the mind with facts only and not to draw out 
the reasoning power of faculties, therefore be it resolved, that 
more attention should be paid to those studies that require logical 
reasoning, and less attention to those that require mere memo- 
rising." 

We find, in reference to the study of analysis in grammar, 
boys who will take a sentence and tear it to pieces ; cut it up 
into mincemeat, according to the new principles of analyzing; 
but if we ask the self-same scholars to make a sentence of their 
own, we will find them at sea. There are lessons in other 
branches spoken of before that are given as examples of the same 
kind, but it is not necessary to delay your time on that matter 
any longer. 

"Resolved, That the objection to the system of marking now 
used by Superintendents in examining classes, etc., tends to pro- 
duce a pressure on teacher and scholar whieh is highly injurious 
to both." 

Enough has been said on this subject already. 

Now, Mr. Chairman, a few words in reference to the districts 
— the localities in whieh schools are placed. 

By the examinations of the Superintendents I believe that all 
sections of the city of New York are treated alike. Now, sir, if 
teachers in certain parts of the city of New York, where they 
are favored by circumstances, ean complain of the course of 
study and the amount of work they have to perform, how much 
more right have the teachers of the lower districts of the city of 
New York, where the poorer classes are located, to complain of 
the work they must perform % In some of the schools and grades 
in the city of New York there are three classes in a grade. 
Now, sir, there are other schools which have but one class in a 
grade, and as much is expected of that one teacher as is expected 
from a school where there are three teachers in a grade. "We 
consider this unjust. The district that I am located in myself 
is a district wherein when a boy has arrived at the age of thir- 
teen or fourteen years his parents will take him from school and 
send him to work. Now, sir, we are expected to take the little 



72 

children that have been forced up with the intention of filling 
up higher classes, for the purpose of giving a certain grade to a 
school — and when the examiners come around, we are forced to 
present as favorable a class as a school of three hundred, five 
hundred, or six hundred scholars. This, we think, should not 
be so. We are of the opinion — not that we object to the style 
of marking — the way in which they should judge of the capa- 
bilities of a teacher would be to take into consideration the lo- 
cality, the district, and the circumstances in which the teacher 
is placed, with reference to keeping up his attendance in his 
class. I think the trouble would leave the shoulders of the 
teachers of that district, and that we could carry our schools 
with as much honor through the educational system that you 
have marked out for us as the schools where they have five hun- 
dred scholars, and obtain very high percentages at the examin- 
ations by Superintendents. 

1 do not know, sir, that I have any other matters to speak on 
this evening. I had prepared myself to say a few words in re- 
ference to the subject that you have passed from your delibera- 
tions on this occasion, and I think that the subject, as far as the 
assistant teachers are concerned, has been placed before you in 
a proper light by the gentleman who has preceded me, Mr. 
James, and that further remarks, on my part, would probably 
carry away the effect that may have been made. Suffice it to 
say, as far as I am concerned, and also for the assistant teachers 
that I represent, we feel, as this is the first time that the humble 
assistants have been called on to speak for themselves, it may be 
their last, and that we think we are justified in speaking our 
mind in this matter, and that if we have dropped any assertions 
that are not acceptable to all present, we would most humbly 
apologize. I thank you, gentlemen, for the attention you have 
given me. 

Miss Abby Beale, Principal of the Primary Department in 
Grammar School No. 11, then spoke as follows : 

In the first place we desire to say that we are perfectly satis- 
fied with the present grade. We do not think the children in 
the Primary Department are overtasked in their studies ; at least 
there is constant care taken (by frequent change of subject, exer- 



73 

cise, &c.) that they shall not become weary of any one thing. 
The teachers are overworked. Mrs. McCloskey spoke of the 
frequent transfer of teachers from one department to another as 
one great cause of the overworking of those who remain — their 
places being usually supplied by graduates from the Grammar 
Department, not only wholly inexperienced in the art of govern- 
ing and teaching the little ones committed to their care, but gen- 
erally quite incapable of understanding their many wants beside, 
thus proving a serious injury to the children as well. I can 
speak feelingly on this subject, having taken eight graduates in 
one year into my own school. Now, all this may be easily ob- 
viated by what we regard as a simple act of justice. That there 
should be as good and experienced teachers in the Primary as in 
the Grammar Department, I think none will deny who have 
given the subject even a small amount of attention — and it will 
be generally conceded, that it requires quite as much tact and 
ability to teach a class well in the former as in the latter, where 
the teacher has more assistance from books, and has to depend 
far less on her own resources ; therefore, we ask that the general 
intelligence, grade of scholarship, and salaries of the teachers in 
the Primary Department be equal throughout to those of the 
Grammar Department, and that each train its own teachers un- 
til some better means can be instituted. 

Besides, when we take into consideration the large number of 
children who graduate from our department, I think that those 
from whom they receive their early training should be persons 
of as high culture as the instructors of any other class of pupils. 

We seriously object to the system of monthly records in our 
departments, and ask to be entirely relieved from the duty of mak- 
ing them out, on the ground that the small amount of good ac- 
complished is not \y$ any means commensurate with the time and 
labor involved in doing so. We would suggest that the children in 
the two highest grades be permitted to take home their readers, as 
it would in some measure tend to lighten the work of the teacher, 
and in many cases be of use to the parents. I do not wish to 
say much in regard to the ventilation and heating apparatus of 
our schools, as I understand that the defects in both are being 
remedied as rapidly as possible ; but will simply remark, that 
during the past winter both teacher and pupils in some cases 



74 

have been obliged to keep on their outside clothing through the 
day, to avoid suffering with the cold ; and in many of the class- 
rooms there are no means of ventilation whatever, unless by 
opening a window ; often causing a current of cold air to come 
directly on the heads of the children — a state of things not very 
conducive to either health or comfort. 

It has been suggested that it would be a great relief to teach- 
ers to have a short vacation in spring ; we already have Good 
Friday, and if the other school days of the week in which that 
day occurs were added, we think it would have a beneficial 
effect, more particularly as the attendance in most of the schools 
is at that time very small, and the teacher has to work just as 
hard, with the prospect of having to go over the whole ground 
again the next week for those who have been absent. 

Then, again, we think there would be great propriety in allow- 
ing the children, who, from regular attendance and attention 
to their studies are fully up to the grade, to go home at two 
o'clock, thus enabling the teacher to assist those who from ab- 
sence, want of attention, &c, are not up to the rest of the class, 
and be herself ready to go home at three o'clock, which, under 
existing circumstances, she can by no means do. 

Miss Virginia Blake, Assistant in Male Department of 
Grammar School No. 55, addressed the Committee as follows : 

Pursuant to an invitation extended by the Board of Education 
to the female assistants in Male Grammar Schools to meet a 
Committee from said Board on the 27th of April, a meeting 
was held of this grade of teachers, at which meeting the 
following resolutions were adopted : 

Resolved, That the duties now prescribed for the middle and 
lower grades in the Male Grammar Schools are too laborious 
for both pupils and teachers. 

Resolved, That the immediate causes of this arduous labor 
are : Indefiniteness of " Course of Studies ;" Interminable 
"Reviews;" Promotions in masses and ill- qualified ; Over- 
crowded condition of middle and lower classes. 

Resolved, That the system of marking as pursued by the City 
Superintendents at the Annual Examinations is an unfair 
method of denoting the capabilities of the teacher ; and the 



publicity given to these marks makes them, in many cases, a 
weapon which may be boldly used to harass, condemn, degrade 
and remove the teacher from her position. The effect of this 
system is very serious upon both the physical and the mental 
health of the teacher, and, of necessity, acts in an injurious 
manner upon the pupils. 

Mr. Chairman and Gentlemen of the Committee : 

"We appear before you this evening to represent the Female 
Assistants in the Male Departments, but, more especially, are 
we here, to represent the pupils placed under the charge of the 
grade of teachers above mentioned, and to show wherein they 
are overworked. Therefore, our remarks will be made to bear, 
as far as possible, upon the direct interest and well-being of these 
pupils. 

In our first resolution it is stated that the duties now required 
to be performed are too laborious for both pupils and teachers. 
"We will take up the second resolution, in which some of the 
causes of this arduous labor are set forth : 

" Indefiniteness of Course of Studies. 1 '' — This subject has al- 
ready been ably discussed and the items of indefiniteness pointed 
out. As we look to the Principals for guidance in this matter 
and they have clearly shown they can give us no definite direc- 
tions in regard to it — so we approach our pupils with the same 
indefiniteness, as to what is required of them by us, and thus, 
much time is spent and energy expended, without producing 
adequate results. 

" Interminable Reviews" — This item also has been enlarged 
upon by the Principals. We are not only to require the pupils 
to study the subjects marked out in the grade, in which they 
may be at present, but a portion of their time and mental vigor 
must be spent in traveling over and over again the same beaten 
track, until " review " has become a sound not very delightful to 
a school-boy's ear. To meet these requirements the natural in- 
quisitiveness of the pupil has to be kept down, and almost ig- 
nored, because, forsooth, if a teacher responds to this inquisitive- 
ness, what becomes of those studies of her own and every body 
else's grade below hers, for all of which she is made responsible? 
A boy once said to his teacher, " What is impeachment V a very 



76 

proper question for a boy to ask ; but could the teacher afford, 
under existing circumstances, to give the time to answer that 
question properly — she would have been doing a wrong to the 
pupil had she not answered the question. 

" Promotions in masses, and ill-qualified." — By promotion in 
masses is meant that the majority of pupils in a grade, and 
sometimes whole classes of a grade, are promoted to another 
grade ; in both cases, very often without examination by the 
Principal, and in opposition to the statement of the teacher of 
the unfitness of many of said pupils for promotion. We wish to 
be distinctly understood, that it is not so much the number of 
pupils which are thus promoted, that is a subject of grievance, 
as their want of qualifications ; and, we say most positively, that 
the pupils who are thus promoted, and the teacher from whose 
charge they are taken, are as much aggrieved, and even more, 
than the teacher in whose charge they are placed. The pupils 
are placed in a false position, by being put forward without being 
qualified ; receiving text-books on subjects corresponding to the 
grade which they are now in, for the study of which their minds 
have not been properly and sufficiently developed. The teacher, 
who receives these promotions, finds, upon examination, that a 
deficiency exists which she must ignore altogether (which she has 
no moral right to do), or she must meet this deficiency by doing 
the work of the grade below, at the same time taking up the 
studies of the grade, for which, to all intents and purposes, she 
is held responsible. The pupils are thus forced ahead — a sort of 
hot-house development, which is detrimental to all healthy 
mental growth, and, of necessity overworks the pupils and the 
teacher. Grades have been subdivided, for the purpose of ac- 
commodating the large number of pupils in a school. This 
arrangement acts, practically, in regard to promotions in this 
way : A grade may have two, three, or even more subdivisions. 
Pupils are taken sometimes from all of these divisions, and 
placed together in the same grade. Necessarily, they are in dif- 
ferent stages of advancement, in the subdivided grade ; but, in 
the new grade which they have entered, they are placed on the 
same footing — making a confusion of elements. The teacher's 
energies are now taxed to harmonize this incongruity. She 
must hold back some, hurry others forward ; and both pupil and 



77 

teacher are in a state of feverish mental excitement. It is not 
our province to make suggestions ; but we express this opinion, 
that it would be far better for the interest and comfort of the 
pupil, both physically and mentally, if there were many more sub- 
divisions in the lower grades— even that half the pupils in a 
school should be in the 6th and 7th grades, rather than they 
should be hurried along, as is now the custom. But the popu- 
larity of the school and of the teacher is at stake, if the grades 
are not all kept up ; and, so these grades are represented by over- 
working the pupils. What is the popularity of a school or of a 
teacher, to the well-being of the pupil taught ? These schools 
were not instituted to make individuals famous, but to educate 
the children of this city. 

To some minds, the present system of promotions in these 
lower grades may be an argument in favor of reviews. Re- 
views have reference to what has already been taught ; but in 
the case before us, the teacher must actually teach the studies of 
the lower grades, or the grades below her own. It does not 
come under the head of reviews at all. 

" Over-crowded Condition of Middle and Lower Classes." — 
The over-crowded condition of the middle, but especially of 
the lower classes in the Male Departments, has also been refer- 
red to in the paper of the Principals. But, only those, who 
have had charge of these classes, can fully understand or appre- 
ciate the strain on the physical and mental health that comes 
from the effort to keep from 70 to over 100 pupils in a proper 
state of discipline, and instruct them at the same time. Such 
classes are usually placed under the charge of our youngest and 
most inexperienced associates. What wonder if they sometimes 
fail when unsustained ? They are obliged to learn, by painful 
experience, the best methods of governing and teaching. 

In addition to the pressure of duties which belong to the 
department of instruction, we have many records to keep. We 
will call attention to but one at this time, that of the Monthly 
Records. The preparation of these requires much time and 
labor, and, as generally used, are of little or no account. We 
can conceive how such a record might be made an aid to the 
teacher under judicious management. The form of these 



7S 

records could be simplified very materially, and still answer the 
object for which they were originally designed. 

Mr. Chairman and Gentlemen of the Committee — 

We have now complied with your request as we understood it. 
We have long suffered from the evils we have brought to your 
notice this evening ; but this is the first opportunity granted to 
us to speak of the grievances of those under our charge, and of 
our own. For the pupils of the middle and lower grades of the 
Male Grammar Schools, we must heartily thank you for the 
attention given to what has been said in their behalf. For our- 
selves, we wish that you may be prospered in any undertak- 
ing which has for its object and aim reform in the methods of 
education. 

Miss Elizabeth Loveridge, of Grammar School No. 11, in 
behalf of the Assistants in the Female Departments of the 
Grammar Schools, said : 

Gentlemen of the Committee — 

In obedience to your invitation, the Assistants in the Female 
Departments of the Grammar Schools of the city of New 
York met together on the 24th day of April, 18G8, for the con- 
sideration of the topics upon which their views were requested. 
After a full discussion, the following resolutions were harmo- 
niously adopted as the embodiment of their experiences and 
convictions upon the questions of such vital import which are 
now happily beginning to agitate the public mind, and calling, 
in an imperative voice, for the introduction of such reform as 
shall be necessary to vitalize and complete that system of com- 
mon education which we would fain consider as the crown of 
our institutions and the chief security of their permanence and 
welfare. 

Resolved, 1st. That the duties required of the pupils and teach- 
ers of the Grammar Departments of our Public Schools are 
of too arduous a character. 

2d. That the indefiniteness of the requirements — as set 
down in the Manual — particularly in the use of the word " out- 
line" — is a cause of unnecessary labor to scholars and teachers. 



79 

3d. That the making of promotions into classes — without 
sufficient regard being paid to the fitness of the pupils — is a 
cause that makes the work of pupils and teachers too severe. 

4th. That a teacher should not be held responsible at the ex- 
amination of her class, by the City Superintendents, for the 
studies pursued in classes of a lower grade. 

5th. That any class presented for examination should be ex- 
amined in all the studies required by the grade. 

6th. That the system of marking the results of an examina- 
tion by a percentage is made a cause of much and unnecessary 
annoyance to teachers, whose qualifications to teach are judged 
of by the per cent, given. 

7th. That the over- crowding of the lower classes is a serious 
drawback to the health and progress of pupils and teachers. 

In presenting these stat ements for your consideration, the un- 
dersigned was requested to offer, on behalf of the great body of 
the teachers in our schools, such remarks as might be called for 
in explanation of their general mind, as conveyed in the above 
views. 

That the tasks accorded the pupils under our charge are of 
too onerous a character, is a fact that may already be allowed, 
even before a consideration of the facts in the case, if we are to 
judge from the loud and numerous evidences which have already 
reached your ears — in the continuous and wide-spread complaint 
of those whose natural relations constitute them jealous guar- 
dians of the interests and welfare of these children. 

That these complaints are only too well founded is the unani- 
mous conviction of those who have been your agents in the work 
of operating the complicated machinery of our school system — 
and who, therefore, must be presumed to be thoroughly familiar 
with its operations and results. 

Subjects are assigned to young children which are only truly 
appreciable by those of maturer growth, and the ratio and extent 
of these seem to increase as the grades advance. Broad fields 
are hurriedly traversed that can only be driven over — and not 
cultivated — and the mind becomes perplexed and weakened 
from the vast amount of matter that is thrust upon, but not 
taken within its grasp. 



80 

The prime object of education should be rather the cultivation 
of habits of thought, than the cramming of the memory with 
stores of figures and facts. Intellect is more than memory. A 
man may master all the lore of the books ; but if he has not the 
power to reason, and from given premises to draw a conclusion, 
he is as but a symbol. And in no way can the intellect be well 
developed, we repeat, except in the cultivation of habits of 
thought. This will be accompanied by steadiness of mind, at- 
tention and observation ; and with these established, the rest 
will legitimately and easily follow. This must be the basis 
upon which the superstructure must rest, and it is only upon 
this foundation that can rise the fair temple of intelligence in its 
completer and well proportioned form. 

But this cannot be accomplished when the mind is distracted 
by a multiplicity of objects which must necessarily embarrass 
and disconcert its thoughts, or when it is driven with such a 
modern high-pressure railroad speed, that to its vision the swiftly 
passing scenes can give but an incentive and wavering impres- 
sion of their true aspect. 

A positive sincerity of mind is necessary to the perception of 
truth. Confuse it, overcrowd it, and you may as well look to 
see the sun dawn upon the midst of night, as to expect the mind 
to grasp it. It has been said that " he who pours water into a 
muddy well, does but disturb the mud." But it is a no more 
profitable task to attempt to force a truth upon a mind that is 
unprepared to receive it. If the experiences of your servants 
are to be accepted, they have been too largely obliged to engage 
in such an unsatisfactory work. 

In the education of children, the appetites and affections must 
be allured. Their lessons must not only be lodged with them — 
they must be made to espouse them. But how difficult and un- 
fruitful must be our vocation, when our pupils become drudges 
rather than devotees ; and when to their great number their im- 
mediate and prospective duties are regarded as perils to be es- 
caped, rather than joys and growth to be wedded. 

It will be impossible, within the limits of this report, to point 
out just in what particulars these principles are violated, to sug- 
gest the propriety or impropriety of any particular portion of 
studies assigned to the different grades, as adapted to the ages 



81 

and abilities of the pupils. Upon these minutiae we shall have 
fair differences of judgment. But when we come to the general 
result, we are authorized to express to you our common opinion, 
in which we are confirmed by our united experiences, that the 
tasks imposed upon scholars, and therefore upon teachers, are of 
far too severe a character. 

]STor is this owing, alone, to the number and difficulty of the 
studies. An important cause is formed, in the uncertain language 
of the Manual, prescribing their order and character. If " out- 
lines" of subjects are required to be taught, some standard 
should be furnished to show just what these " outlines " are ; and 
the teachers not be compelled to aggravate the prevailing evil, 
for fear of omitting some feature of the sketch that may be con- 
sidered essential to its completeness. 

It is equally unjust, too, that a teacher should be held respon- 
sible for the studies of lower grades which are presumed to have 
been mastered before the promotion of the scholars, and so de- 
clared by their advancement. The distinctive duties of each 
teacher are in themselves of sufficiently serious a nature without 
her being made accountable for the manner in which those be- 
low her may have accomplished their work, and for the facility 
with which the unworthy oftentimes secure their advancement. 
That scholars thus unfitted do frequently make their way from 
class to class, is a fact within the experience of us all. Ex- 
aminations are not unfrequently the sole test of merit, and it 
is not always the fault of their instructors that pupils are some- 
times advanced, whose six months record shows them to be 
among the less deserving of their class. The inquiry on these 
occasions into the attainments of each individual can, at best, 
be very superficial and partial. It is a fact, well admitted in 
our profession, that the smartest scholars, those who have shown 
themselves to be the most faithful and able, are not always the 
ones to shine with greatest excellence upon examination day. 
Nor is it true, to a less extent, that those who have been slothful 
and inattentive during the course may, perchance, appear to 
good advantage at this time when the investigation into their 
merits cannot be searching or thorough. In such a case a child 
may be flattered by promotion — but it is evident it is an injus- 
tice alike to the teacher, who in turn becomes responsible for 
6 



82 

her sum of knowledge — and to the child — but to a more lasting 
degree — who is thus advanced to classes for which she has not been 
prepared by a mastery of the sub-strata of our system, and who 
is seriously injured in the true course and development of her 
career. From two to three hours are devoted to the exami- 
nation of a whole class, in from five to ten studies, which have 
required from six to twelve months to drive through with zeal- 
ous haste. 

It cannot be expected that this will afford more than an edu- 
cation of efficiency, and certainly not such a test as should estab- 
lish at once the deserts of the scholars and the fidelity and ability 
of the teacher. That these examinations are incomplete in their 
character is further evinced by the fact, that at times it is con- 
sidered impossible to touch, even in this general way, upon all 
the studies pursued during the term — and, under the practice of 
our system, an inevitable injustice is thus done to pupils and 
teachers. Different pupils may excel in different departments, 
in accordance with their natural taste, inclination, or opportuni- 
ties. Teachers may likewise be more successful in imparting 
the knowledge of a certain branch of instruction than in teach- 
ing others. It follows, therefore, that if a pupil be not examined 
in a study in which she may have this established excellence, but 
be judged upon another, in which, perhaps, she may prove in- 
ferior, that her marks do not represent her general and true 
merit, and the test is, therefore, an injustice to her and her 
teacher. We insist that, in the promotion of scholars, the daily 
record of their diligence and abilities should be taken as the 
true measure of their proficiency. For if the manner in which 
they have acquitted themselves every working day in six or 
twelve months be not this measure, it cannot certainly be found 
in their performance of a day. Other circumstances may operate 
to the disadvantage of an instructor, for it is unfortunately true, 
that this single performance of her class is made to be the official 
measure of her ability. 

Examinations are sometimes continued until five o'clock, and 
even commenced after the close of the school session, when the 
energy of the pupils has been so taxed by the day's labor as to 
render it impossible to expect their real merit to be apparent. 
And, notwithstanding this, the teacher's capacity is judged of in 



83 
the ordinary manner, by the exact per cent, obtained by her 



We would not have you suppose, from these remarks, that we 
look upon a supervision of our schools, in all their details, as un- 
necessary or offensive, or that the examinations are not as useful, 
as such, as the adaptation of means and time will allow. On the 
contrary, a thorough surveillance and watchful care is requisite 
in all systems of labor to secure the best results, and is especially 
required in one of such vast magnitude and numerous parts as 
that of our Public Schools. 

"What we ask is, not that the present system be suspended, but 
that it be completed, so that it may not in any way become an 
instrument of wrong. 

Let the inquiry into every department be thorough and 
searching. If one or two examiners be inadequate to the work, 
let there be ten or twenty, or as many more as may be necessary, 
appointed to complete it, in order to secure the desired end. 
What we would respectfully urge upon you is, that the present 
plan, as affecting the promotion of scholars, and the reputation 
of our teachers for ability, is and must be unjust, opening the 
door to evils incalculable and far reaching in their results. 

We are further asked to call your attention to the over- 
crowding of many of the lower classes, which operates as a 
serious drawback to the health and progress of teachers and 
scholars. This subject, in its hygienic aspect, is one which has 
of late years received so much study and attention, and its prin- 
ciples are so well understood and recognized, that we deem it 
quite unnecessary to remind you of the laws that require a free 
supply of pure air for the maintenance of health, or of the de- 
moralizing influence of a corrupted atmosphere, or an over- 
crowded room. These will already be appreciated. 

But there is another phase of this question which will not be 
readily discerned, but in which, to our mind, may be discovered 
the root of many of the distracting difficulties that beset the 
pathway of the teacher and retard and injure the welfare and 
progress of the scholar. 

The character of a school is too widely considered as depend- 
ing upon the public reputation it can establish for the high 
grade of its classes, and the number of scholars it can annually 



84: 

succeed in arming with the diploma of final proficiency. The 
higher the grade of each class can be made, the greater the 
credit which is claimed for the school, and too generally conceded 
to it. In the same way, it is considered desirable to have as few 
classes in the lower grades as possible. For it would not be so 
reputable to have several classes representing the same low 
grade, or parts of grade, and thus separated for the convenience 
of effective teaching, as it would to have but one. It would be 
too great a preponderance of the baser elements, and so the honor 
of the school demands that they shall be disguised and com- 
pressed within the limits of a single class, in order to heighten the 
general effect. In this way, more than a hundred children 
are frequently placed in one class, and the same spirit that puts 
them there, further requires that these whole hundred children, 
by the unaided efforts of but one teacher, shall be accomplished 
not only in the lowest, but also in parts of the next highest grade, 
if it be within the reach of human energy and endurance. 

How really weak, oppressive, and dangerous this policy is ; 
how utterly subversive of the true aim of our institutions it must 
be, it needs no word of mine to convince you. But the evil 
does not stop here. Once admitted, it pervades the whole 
school with lis pernicious influence. The supplementary and 
higher classes must be maintained and supplied, and, to this end, 
the forcing process is put in operation to push the children as far 
forward as they will go. Should this fail to furnish a supply 
sufficient to equal the demand — to appropriate an expressive 
phrase — the principle of, " they must go up any how," is liberally 
applied to meet the deficiency. 

It is of no moment that teachers may become responsible for 
scholars who may have proved deficient in the class below, but 
for whose proficiency there, and progress in her own, she becomes 
directly responsible. That is a matter that vitally concerns her 
alone, for her position is at stake, and the dread of a 7-t per cent- 
age, which under the best of circumstances may come, is the 
sword that threatens her ; drives her to a desperate exertion, and 
fills her with an anxious fear. It is of no moment that scholars 
are accorded tasks inconsistent with their previous attainments, 
and their capacity, and that the faithful are denied all opportu- 
nities for recreation and rest by the demand of their latest and 



So 

earliest hours for the committal of the lessons which the teacher 
is obliged to assign them in order to accomplish the ground laid 
out for her. The grade must be maintained ; the high aims at 
least of the school be vindicated. " Rather a failure," and here } 
again, I quote : " Rather a failure with a higher grade, than a 
success in a lower one." It is unnecessary to urge the utter 
fallacy and hardship of this principle. "We only need to assure 
you that it is too frequently the guide of our schools, to secure 
your remedy for this great and trying wrong, the fountain source 
of many of our most serious difficulties. And here let us gladly 
say, that these remarks are not intended for a universal, it may 
not be a general application. Where they fit they will strike 
home, and it maybe that their object may be detected in the flut- 
ter they may create. If the picture be true in a single instance, 
it indicates some radical error or defect that should be remedied. 

But it may be objected, that we are exceeding the bounds 
of your invitation in thus presenting the general grievances of 
teachers and scholars. Our answer is, that whatever evil affects 
one class, concerns and operates to the equal disadvantage of the 
other. An excessive task exacted from the one, is an excessive 
tax imposed alike upon the other, and an injustice to either is 
felt by both. The utmost sympathy must exist between them, 
for their labors are correlative. If in the discharge of their 
duties, instructors have been obliged to claim from their classes 
such an amount of work as to themselves has appeared unrea- 
sonable and reprehensible, it cannot be charged to their own door. 
It indicates, however, some serious antagonism of interest, which 
should not exist, and a deplorable neglect of those fundamental 
principles which must be observed in order to secure the true 
and harmonious development of our system of education. 

It was Thomas Fuller, who, in his " Mixt Contemplations on 
these Times," made some observations which are applicable to 
our own day and the present subject. Said he, " God's work 
must not be lazily, but leisurely performed. Haste maketh 
waste in this kind. The violent driving in of the nail will either 
break the head or bow the point thereof, or rive and split 
that which should be fastened therewith. Fair and softly goeth 
far, but alas ! we have too many fiery spirits among us, who,with 



86 

Jehn, drive on so furiously, they will overturn all, if the furious- 
ness be not seasonably retrenched." 

These are the most prominent of the difficulties that beset the 
great body of those under your charge. But where, it may be 
asked, is the remedy, when the experiences of years have seem- 
ingly not discovered it ? There are a few principles which must 
yet be incorporated into our government, and which may pos- 
sibly contain the specific. And, chief of all, the schools must be 
more equalized, and placed upon the same footing. This basis 
must be determined, as one that shall represent the proper de- 
velopment of popular education ; in this way rivalry between the 
several schools will be suppressed, or limited to the fair field of 
equal opportunities and work. ISTo room will be afforded for 
the reckless rule of ambition — 

" Thriftless ambition that wouldst ravin up 
Thine own life's being " — 

— but all would feel the invigorating influence of a generous 
emulation. To effect this, the requirements must be reduced 
— the school divided into such number of classes as shall 
provide a reasonable field of study for each — each to be 
limited to a certain number of scholars and duplicated as the 
attendance requires. The same principle of division must be 
uniformly adopted throughout all the schools, in order to secure 
that harmony and unity of action that should characterize all 
the departments of so vast an institution. In this way a certain 
class would mean the same thing precisely in all the schools, 
and its title would indicate the exact line and extent of studies 
there pursued. This we regard as a step most essential to the 
correction and prevention of many of the prevailing abuses, and, 
with a judicious selection of studies, would, we believe, in a 
great measure remedy the inequalities and undue severities of 
our present system. We hope, nay expect, the best results from 
your investigation ; and however unpleasant it may be to reflect 
upon the defects of an institution that has been cherished as the 
best development of bcneficient purposes and devoted zeal, let 
us remember that they can be only removed when the most 
candid examination has revealed them. 



87 

Miss Eliza Woods, of Grammar School No. 33, next addressed 
the Committee on behalf of the Yice-Prlncipals in Female 
Grammar Schools : 

The Yice-Principals of the Grammar Schools for Girls re- 
spectfully present the following report on the questions now 
pending before the Committee, relating to the Supplementary 
Grade : 

It is our deliberate conviction that the requirements of this 
grade, especially in the latter part, are such as demand, in the 
attempt to fulfill them, an amount of labor injurious, physically 
and mentally, to both teachers and pupils. 

This arises almost entirely from one cause, the excessive num- 
ber of studies to be pursued at once. It is true, that on l^age 
122 of the Manual we read the names of only nine studies in 
the First Grade of this course ; but on page 124, we are told 
that every pupil passing a thorough examination in the studies 
prescribed for the Supplementary Course, shall be entitled to a 
full certificate of graduation. This includes both grades, and, 
with the addition of Reading, Spelling, and Definitions or Ety- 
mology, which, although not specified, are required at the ex- 
amination, renders it ineumbent upon us to teach fifteen differ- 
ent subjects at once, not including Musie, French, German, or 
Latin, some of which we also find in every school. 

That it is simply impossible to prepare our pupils for the 
" thorough examination" demanded of them, when eighteen or 
nineteen studies have to be taught in twenty-two hours a week, 
or, indeed, in any number of hours a week, needs no argument 
whatever, and we offer none. 

But this hardship has its root in another, the review of sub- 
jects taught in the lower grades. If it is urged that this is ne- 
cessary, in order that the knowledge previously acquired may 
be retained, we reply, that it is only necessary in a system like 
the present, where the child's mind is so burdened and eoniused 
with old studies and new studies, that she learns neither per- 
fectly. Arithmetic, spelling, and definitions, for instance, that 
she has been studying for seven years at least, she is still op- 
pressed with as special subjects, when five totally new ones are 
thrust upon her. If seven years of study have not given her 



8S 

sufficient practical knowledge of these three branches, she is 
certainly not qualified to take up five new ones. Besides, this 
is not the true end of education, to store the memory with facts, 
and then keep them there by constant repetition. Its aim is in- 
finitely nobler, and may be attained, even if many facts are 
forgotten. 

The most eminent physiologists state that " six hours a day of 
close brain work is the maximum that the organ will endure 
without detriment," and that " the brain of an adult will bear, 
unharmed, an amount of labor which would be most injurious 
to a young person ;" yet many of the young girls of our highest 
classes, in their efforts to accomplish the accumulated work of 
the latter part of this course, spend eight or ten hours a day in 
study, and thereby often injure their eyesight and health irre- 
coverably. This, much as we may deplore, we are entirely pow- 
erless to prevent, when so many different subjects have to be 
prepared for examination at the same time. 

We may be told to take a longer period for preparation. In 
some cases this is not possible, on account of the urgent wishes 
of the girls and their parents that the time should be short, as at 
present. But if it were possible, it would not have the desired 
effect, for the pressure of the review of all these branches would 
still come at the end of the course. 

Nor does the evil cease with the pupils ; they have to endure 
all this but once, and some may escape without lasting injury. 
But it is far otherwise with the best and most faithful of our 
teachers, upon whom this grade presses more relentlessly every 
year. A comparatively short period of overwork and anxiety, 
and then, too surely, they find their reward in health destroyed, 
or impaired forever. 

If, then, the Board of Education deem it essential to the true 
education of the girls of our Common Schools, that these nine- 
teen subjects be taught therein, namely, Grammar, History, 
Arithmetic, Algebra, Geometry, Natural Philosophy, Astrono- 
my, Physiology and Hygiene, Composition, Rhetoric, English 
Literature, Reading, Spelling, Definitions, Etomology, Drawing; 
Music, French, German and Latin ; let them at least be so ac- 
companied by the proper appliances, that the instruction in Na- 
tural Philosophy, for instance, may be more rational and more 



satisfactory ; so clearly defined, that there may be no more of 
this anxiety as to what the work really is ; and so distributed, 
that each class may pursue a less number of studies than at pres- 
ent, and may be responsible only for its own legitimate work. 

Miss Gertrude Simpson, of Grammar School No. 14, con- 
tinued on behalf of the assistants in Female Grammar Schools : 

As my associate delegate, in her report, has included all the 
resolutions passed by the assistant teachers of the Female Gram- 
mar Schools, at their meeting of April 24th, I propose to make 
only a few additional remarks. One of the worst features of 
overcrowding of the schools is the insufficiency of class-room ac- 
commodation, so that two, three, and sometimes even four classes 
are taught in one room, the general assembling room of the de- 
partment. JNo one who has not experienced this evil can form 
any adequate conception of the difficulties under which the 
teachers of these classes labor. Liable to many interruptions, as 
passing to and from the class-rooms, -most of which open into 
this room — entrance of visitors — a large portion of their time must 
be devoted to maintaining the strict order necessary, and con- 
stant exercise of vigilance and ingenuity is required to prevent 
the minds of the pupils from wandering to the many attractions 
the place presents. They teach under a feeling of repression 
and restraint, from the necessity of conducting the exercises so 
quietly as not to attract the attention of the pupils of another class 
separated from theirs only by a narrow aisle ; yet so forcibly as to 
keep the attention of their own, and the necessary avoidance of all 
concert recitations, which are used so successfully by many teach- 
ers of large classes in class-rooms. A teacher in a class-room 
may relax a little of the strict order, and devote all her time to 
the exercise of the hour, may use interesting and amusing illus- 
trations, may excite the ambition of her pupils by placing them 
according to excellence, and use many little arts and contrivances, 
which she cannot work effectively in the room with another 
class. Again, these classes are generally of the lower grades, 
very large, and taught by the younger and less experienced 
teachers, who have to learn to discipline and teach under such 
adverse circumstances, who have not yet learned to economize 



90 



time and their own energies, and who are nervously anxious 
about their success, and therefore make strenuous endeavors to 
achieve the same results at an examination as those who teach 
under more favorable circumstances. And they frequently suc- 
ceed, but at an expense of labor and anxiety which may under- 
mine the health. 

The making of promotions without paying due regard to the 
fitness and capacity of the pupils is, where it exists, a serious 
cause of complaint. Many teachers having large classes, and 
therefore not being able to devote as much time to individual 
members as if their classes were smaller, in order to bring them 
up to the requirements, will work before and after school hours 
with the backward pupils, doing serious injury to themselves and 
the scholars. These children are compelled to spend more time 
in school than others, and of course have the same tasks to perform 
out of it. Many of them have not the capacity to advance as 
rapidly as their smarter companions, and why should they be 
made to suffer for a natural deficiency ? If one child requires 
twice as long to complete a grade as another, why press it on 
and attempt to force it ? This evil is felt most seriously by the 
teachers of the higher classes, who often receive pupils who have 
passed too rapidly through the preceding grades to master them 
thoroughly, and have, in addition to teaching the studies of the 
grade, to fit them for it. 

In asking that our classes (by this we mean all the pupils pre- 
sented as a class) be examined in all the studies required by the 
grade, we are fully aware of the magnitude of the request. We 
know that the Superintendents have many schools to attend to, 
that they are very much pressed for time, and that they devote 
to each school as much as under present circumstances they can. 
Yet this knowledge does not prevent both scholars and teachers 
from feeling keenly the injustice of judging their successes by a 
brief examination of a portion of a class in each of a few of the 
prescribed studies. Sometimes as many as four large classes are 
examined by one Superintendent in one day. And we have heard 
quite recently of a class of the Second Supplementary Grade, 
which was examined in only three of its studies. The results of 
such an examination are stated at a percentage, and purport to 
indicate the success of a class. These percentages do not repre- 



91 

sent the qualification of a class, but the number of questions in a 
certain study answered correctly by a portion of a class, not a 
year's work, but the success of a few studies. Pupils and teach- 
ers have common ground of complaint in this matter. The 
children possess different capacities and tastes, and of course will 
excel in some studies and attain only mediocrity in others. One 
child may be examined in one of the latter, and not acquit her- 
self creditably ; and not having the chance of retrieving her repu- 
tation in another study in which she excels, has the unhappiness 
of knowing she has contributed to lowering the percentage of 
her class. The teachers also have varied talents, and although 
those branches for which they have not a decided taste have 
been much improved by application, they are likely to have more 
success in teaching those for which they have talents. In our 
schools, unlike private educational institutions, colleges," etc., one 
teacher teaches all the studies required, and in the higher classes 
these are not few. A teacher presents such a class for examina- 
tion after a year or more of hard work. Is an examination in 
two or three studies a fair test of her labor ? 

In the case of those pupils who are inclined to be indolent, and 
irregular in their attendance, the teacher loses one powerful 
agent, their ambition. They find that they are advanced as 
rapidly as their more studious companions, and where is the use 
of exerting themselves ? and the ambitious ones are chagrined 
that their arduous efforts produce no higher reward. We 
believe this evil to be the result of two causes, the over-crowd- 
ing especially of the lower classes, and the fact that a large pro- 
portion of the pupils do not remain in school long enough to 
attain the higher grades. In order to fill up these classes, and 
make room for the promotion from a Primary which must be 
accommodated, it is sometimes a necessity to advance too rapidly. 
"We most respectfully offer for your consideration a suggestion, 
which, if carried out, will, we are confident, abolish this most 
pernicious evil, the establishment of intermediate departments, 
where the lower grades may, if necessary, be duplicated, and 
several of which may supply the higher grades. 

Miss Lizzie A. Pardee, of Grammar School No. 55, in behalf 
of the Vice-Principals of the Primary Departments and Schools, 
said : 



92 

Mr. Chairman and Gentlemen of the Committee — 

At a meeting of the Vice-Principals of the Primary Schools 
and Departments, the following resolutions were unanimously 
adopted : 

Resolved, That the present course of studies does not, in our 
estimation, overtax either teacher or pupils. 

Resolved, That the present course of studies would be rendered 
more efficient by permitting the scholars of the two highest 
grades to take their books home. 

Resolved, That over-crowded and poorly ventilated class- 
rooms seriously effect the health of both teachers and pupils. 

In presenting, for the consideration of this Committee, the re- 
solutions which have been read, we propose to state, briefly, the 
arguments which induced their adoption. 

On the resolution pertaining to the grades of studies as now 
pursued in the Primary Departments, we desire to say, that 
while we are unanimous in our approval, we earnestly suggest a 
modification of the requirements of the grades, so far as relates 
to the studies of elementary sounds and objects. 

"While we recognize a necessity for these branches, we are of 
the opinion that in elementary sounds the study should be car- 
ried no further than is necessary to correct defects of pronuncia- 
tion, and assist the pupil in acquiring a proper articulation. In 
object lessons, we do not deem actually necessary the special 
and minute questions which we are required to ask, " with a 
view of cultivating habits of attention and observation on the 
part of the pupil." Children naturally observe the general char- 
acteristics of familiar animals, without the aid of such questions 
as : " What is their covering? " " How many feet have they ? " 
"What is their food?" "What noises do they make?" and 
others of a like description. 

Teachers have become impressed with the belief that a neces- 
sity exists for making these branches special subjects for teach- 
ing, and the practice has obtained to such extent, that more 
time is given to those studies than is in reality requisite ; and 
we believe that a large portion of the time thus occupied could 
be employed more profitably by the pupil in the pursuit of 
studies of greater importance. 



93 

Touching the second resolution, it is the opinion of the Yice- 
Principals that it would not only be a source of help to the 
children, but also of great assistance to the teacher, were the 
children permitted to take home their books. Nearly all of the 
better class of children have books at home, which their parents 
have bought. They, of course, have many advantages which 
the poorer children cannot enjoy. The parents of a child who 
cannot afford to purchase a book for it, wonder that the children 
who have sat beside their own are promoted to a higher grade 
in advance of theirs ; and many times we have been charged 
with pursuing a partial course of action, and of being influenced 
by the better circumstances of the scholar promoted. It is 
unnecessary to deny the accusation ; the only reason which can 
be assigned for such advancement, being the fact that the 
advantages of the one having books at home, were superior 
to those of the other, who had none ; and if there be any advan- 
tage to be gained from books being taken home, we contend 
that the poorer classes should have the benefit of it. 

"We do not wish lessons to be given out for the express purpose 
of home study, but all teachers can bear witness that the mental 
powers of children differ to a very great degree. The lesson 
which would occupy one child but a few minutes to commit to 
memory, cannot possibly be acquired by another in the same 
length of time. Thus we see pupils who have devoted every 
energy they may possess to the learning of a lesson, during the 
time the teacher may have set apart for that purpose, upon 
being questioned become confused, and having only a slight 
knowledge of the answer required, after an unsuccessful attempt 
to give it properly, sink in confusion into their seats, and suffer 
the more keenly from their instinctive feeling of having been in 
some way wronged. Had those children been allowed to take 
their books with them to their homes, with the explanations 
and remarks of the teacher fresh in their minds, they would 
have completely overcome the difficulties of the task, and when 
called upon to recite, would have passed successfully through 
the ordeal, and no one will hesitate to say that the day's experi- 
ence would have been the happier from the good effects of a 
well-learned lesson. 

Taking books from our scholars is certainly a matter of little 



91 



or no economy. When children receive a set of books, they im- 
mediately determine that they shall be nicely kept, and with a 
careful teacher's eyes often scanning not only the covers, but 
also the pages of the books, they are well cared for, and in al- 
most every instance present a tidy appearance. As the rules 
governing this matter now stand, the books are given only for 
the school hours. It would require more time than the teacher 
could spare should she attempt to make a daily examination ; 
and as it is impossible for the same books to be given to the 
same child every day, some mischievous child tears or defaces 
one book to-day, another to-morrow, and another at some future 
time. Thus by degrees they become mutilated and worthless. 
You may say that the teacher should be more watchful ; but, 
gentlemen, it would take as many eyes as Argus possessed to 
watch at the same time every child in a large class. This is 
simply impossible, for while the most perfect order may appa- 
rently prevail, some busy fingers may be working the destruc- 
tion of the books. It is not economy, and even if it were, we 
do not think you would consider a few dollars and cents, were 
you convinced that it would benefit the pupil to take books 
home. Such a course is certainly desirable, and we ask you to 
consider this matter in all its bearings, and trust you will coin- 
cide with us in our views. 

In reference to the subject matter of our third resolution, 
much has been said, and there is still room for enlargement. 

"We appeal to you to remedy, in some way, the over crowding 
of rooms, which is daily increasing in many of our schools. 
We speak now particularly of the lower classes, for in them we 
find the greatest danger of over-crowding. There are the pupils 
who will fill the higher classes, and we must have them to keep 
those classes full. We want them, but we also want healthful 
accommodations for them. No class-room should have in it 
one hundred or one hundred and fifty children, when there can 
be obtained pure air for only seventy or seventy-five. 

The class-rooms in many schools have windows which open 
upon the walls of some other building, and are thereby in a 
measure deprived of pure air, while there are others which are 
rendered impure from causes which may, perhaps, be more 
easily allayed than the first named. The children occupying 



95 

such rooms become dull and weary. The exercises lose their 
interest — the teacher strives in vain to arouse their waning at- 
tention, and at last they drop, like withered flowers, and fall 
into a state of insensibility which we call sleep, but which is 
really more like the effects of some poisonous narcotic than like 
healthy slumber. Children, packed and crowded into small 
class-rooms, cannot inhale the proper amount of pure air neces- 
sary for health, nor can they be properly instructed. Many 
teachers have vainly endeavored to perform the duties required 
of them in a faithful manner, where the numbers have been 
greater than any two persons could effectually teach, and when, 
from force of circumstances, they have been obliged to acknowl- 
edge their failure, they have become either despondent and 
broken in health, or careless and indifferent in their work. 

Give i\ teacher as many scholars as she ought to teach, with 
proper accommodations for them, and there would be fewer 
poor teachers, and happier results in every respect. 

Mrs. Vandeebilt, of the Primary Department of Grammar 
School JS'o. 35, next addressed the Committee on behalf of the 
Assistants in Primary Schools, as follows : 

At a meeting of the Assistant Teachers of Primary Schools 
and Departments, pursuant to an invitation of the Joint Com- 
mittee appointed by the Board of Education, after consideration 
of the subject presented to them, the following preamble and 
resolutions were adopted, and the undersigned were appointed 
delegates to present the same : 

Whereas, It is the conviction of this meeting that a reform is 
required in the work prescribed for both pupils and teachers ; 
therefore, 

Besolced, That at the examinations, teachers should not be 
held responsible for reviews of a lower grade, in Object Lessons. 

Resolved, That in Arithmetic, too much is required in the 
First Grade to insure proficiency. 

.Resolved, That the number of pupils in each class be regu- 
lated by law, and not allowed to exceed it. 

Resolved, That proper accommodations should be provided, 
as some class-rooms are dark, damp, ill- ventilated and over- 
crowded. 



Resolved, That the terms for preparation for promotions 
should be equally divided. 

Resolved, That some provision should be made for the care 
of the boys while in the play-grounds. 

Resolved, That the monthly records should be abolished, as 
no benefit is derived therefrom commensurate with the labor 
required in preparing them. 

Resolved, That the children of the First and Second Grades 
should be permitted to carry books home. 

Resolved, That the Primary Departments should be dismissed 
at 2 o'clock. 

Resolved, That the schools should have a short spring vaca- 
tion. 

Resolved, That the writing should not be required at a time 
specified. 

As we may be considered the lesser delegates, we would offer 
an apology for our lengthy remarks, and request you to bear in 
mind that this is the first (and may be deemed advisable should 
be the last) hearing given to us ; also, that we educate almost 
twice the number of children as are taught in the Grammar 
Departments, consequently giving to nearly one-half the chil- 
dren of our city all the education they receive, and to the re- 
mainder, the foundation of their subsequent studies ; and also, 
that for many years these have been our private opinions, now 
publicly and honestly expressed, not ungratefully or complain- 
ijDgly, but by your kind and considerate invitation, being pre- 
pared to support each resolution as you will have the time and 
patience to hear us. 

Mrs. Jane E. Shims, Assistant in the Primary Department of 
Grammar School No 48, followed Mrs. Vanderbilt in behalf of 
the teachers of her grade, and spoke to the resolutions read by 
her associate, as follows : 

Mr. Chairman and Gentlemen of the Committee — The as- 
sistants in the Primary Schools and Departments think that, al- 
though they my be regarded as of little consequence, their 
charge is, in reality, the most important portion of the entire 
school system. They are obliged to lay the foundation for all 
instruction that may come afterwards, and have generally twice 



97 

as many children to care for as the teachers in the Grammar 
Departments. In regard to the first resolution, you have heard 
quite enough from the teachers of the Grammar Schools. Our 
opinion on the subject, it will be seen, fully coincides with 
theirs. 

We think there should be some by-law regulating the num- 
ber of children to a class ; and although we are well aware that 
it is desirable to have the attendance large, yet it should not be 
more than is consistent with the health of both pupils and teach- 
ers. Although I have never seen as many as one hundred and 
fifty children in a class, I have seen class-rooms, which were in- 
tended to accommodate from fifty to eighty pupils, frequently 
crowded by between eighty and one hundred. 

According to the By-Laws of the schools, they are to be opened 
at 9 A. M. and closed at 3 P. M., but they are in reality occu- 
pied from 8.30 A. M. until 3.30 P. M. I am in favor of one 
session per day, extending from 9 A. M. until 2 P. M., as more 
conducive to the health of pupil and teacher. The little ones 
should be guarded from over-crowded rooms, and filth and dirt, 
which they are liable to come into contact with, from the num- 
ber of children that are assembled in the Public Schools. If 
some of these close rooms and galleries were used as hot-houses, 
how long would the plants live ? I speak of this matter as a 
mother, and address gentlemen as fathers, and many ladies as 
mothers. Then why not have us dismiss at two o'clock ? Some 
Principals say we would have very unruly classes, and deficient 
classes, and this and that. Am I off at three o'clock because 
the By-Laws say so ? I think not. If we dismissed our good and 
proficient scholars at two o'clock, we would still have to keep in 
our delinquents. But our children should be relieved, whether 
we are or not. 

Another resolution asks that some provision should be made 
for the care of the boys in the play-grounds, as it is exceedingly 
disagreeable for a lady to spend half an hour or an hour, once 
or twice a day, in a boy's play-ground. 

The resolutions speak of a spring vacation. The unusual ex- 
haustion of the season requires such a vacation to re-invigorate. 
I heard a teacher say, not long since, when she had been laid on 
a bod of sickness two months, " I should have been saved this 



9S 

sickness if I had had one week's vacation." If she could have 
been out of school one week sooner, she would have been saved 
two months of sickness. She is not the only case ; there are 
many others. It would be beneficial to both teachers and 
scholars to have such a vacation. I would have given anything 
for a week's vacation for my daughter — not for myself, but for 
my daughter. But so long as there is school, her heart is there, 
whether she is there or not. I might as well try to hold, I 
don't know what, as hold her when there is school. She must 
be there, and I frequently have to suffer the consequences. In 
regard to another resolution, teachers complain that they are 
compelled to do their writing out of school. Now, if a teacher 
accomplishes her task in a prescribed time, why restrict her 
further ? why compel her to take her reports home, and her 
roll-book \ And in some instances I have heard where teachers 
are compelled to take home the multiplication table and write 
it out to give to their scholars to study. That was in the ab- 
sence of books. If the teachers accomplish their work and 
writing in a prescribed time, why restrict them further ? At 
lunch hour they are frequently compelled to write out their re- 
ports and rolls, with their lunch in their hands. I was taught it 
was not well to read or write, or have the mind employed at all, 
while eating. If so, that is all right. This is all I have to say, 
gentlemen. I have not come before you with my statement 
written out, as those who preceded me. What I had to say, I 
simply wished to state as I did. I thank you for your attention. 

The Committee then adjourned until Monday, the twenty- 
fifth day of May, 1S68, at 5 o'clock, P. M. 



99 

THIRD SESSION. 

The Committee met, pursuant to adjournment, on Monday, 
May 25th, 1868. 

Present — Commissioners Merrill, {Chairman,) Dupignac, 
Hall, Neilson, West, Duryea, Warren, and Euring. 

The Chairman announced that Samuel S. Randall, City Su- 
perintendent of Schools, and his assistants, would address the 
Committee in response to the views presented by the Principals, 
Vice-Principals, and others, at previous sessions. 

Mr. Randall then addressed the Committee as follows : 

Mr. Chairman, and Gentlemen of the Committee — 

The investigation in which we have been engaged for the last 
two sessions of this Committee is one of the most grave, and 
important, and serious nature ; affecting, as it does, the found- 
ation and superstructure, and the internal organization of our 
whole system of public instruction — that system which we 
have been accustomed to look upon, for the past ten years, 
as one of the most perfect, and the noblest in the whole 
world — that system which we have held up to the admiration 
and gaze of other cities and States, and even of other countries, 
as being the most complete and efficient organization of any sys- 
tem in existence, either in Europe or America — that system 
which has, for so many years, possessed the entire confidence 
and regard of our fellow citizens of every class and description — 
that system which has not only been proclaimed by us in public 
as being as near perfection as any system of popular education 
could have been made, but has been recognized by the most ex- 
perienced representatives of other States and countries to be 
the most eminently just and admirable plan of education in the 
world. 

Twenty-five hundred teachers, in the employ of the Board of 
Education, through representatives selected by themselves from 
among their ablest and most experienced men and women — se- 
lected from both sexes — have come forward here, and have pro- 
claimed to us that the Course of Studies prescribed by the Board 
of Education, for the government and administration of this sys- 



100 

tem, is radically and seriously defective in its most important 
particulars ; that it is not up to the requirements of the age ; 
that it is imposing upon them burdens which they are unable to 
bear ; that these burdens have been fearfully aggravated by the 
manner in which that system of studies has been administered 
by the Superintendent and his assistants, and that, in conse- 
quence of the requisitions which have been made upon their en- 
ergies and abilities, their physical and mental health and powers 
have been seriously affected. These points embrace the main 
features of the charges which have been made here, and which 
have not only been laid before this Committee, but have been 
scattered over the entire country, and, indeed, the whole world, 
through the medium of the newspapers of the day. 

Now, gentlemen, if these allegations, or any of them, are 
true, then, unquestionably, it is high time that the Board of 
Education should retrace its steps ; that we should go to those 
gentlemen who have visited our schools, and who have bestowed 
such praise upon the system, and its administration, and say to 
them, " Gentlemen, you are mistaken in these matters — instead 
of our system of public education being one of the best in the 
world, it is in reality one of the worst ; it is a mere despo- 
tism and a tyranny, and is ruining the health of our teachers, 
and imposing upon them burdens which they cannot bear." 
This is the substance of the whole matter. We must, therefore, 
investigate it, and ascertain if these charges be true, and, in that 
case, reconstruct the entire system, humbly confessing that for 
the last ten or fifteen years we have been pursuing a wrong 
direction. 

On the other hand, if it should turn out— and such a thing 
may be possible — that all these charges, preferred with such 
great unanimity, are true, but that they are not due to the 
action of the Board of Education, or the Superintendents; that 
they are not due to any fault committed by the Board, or its 
representatives or agents, hit are nevertheless true, then there is 
another duty devolving upon this Committee, and that is, to 
ascertain where these abuses come from, where they originate. 
That they are true, we can hardly permit ourselves to doubt. 
We can hardly dare to think that twenty-live hundred teachers 
of ability and experience, as they have shown themselves to be, 



101 

would come here and unanimously proclaim to us that there are 
all these great abuses, unless these abuses actually exist. But here, 
with reference to this question — it might be that the abuses and 
defects complained of do exist, but that they have attributed 
them to the wrong quarter. If this latter theory be true, then 
your next duty is to ascertain in what quarter the blame does ex- 
ist. If the effect of the Course of Studies is radically and defi- 
ciently wrong, may it not be the fault of the teachers them- 
selves ? May it not be attributable to the Trustees, or to the 
parents, or to the children themselves ? If the health of the 
teachers has been impaired in consequence of the great duties 
imposed upon them, or if the health of pupils has been 
injured and impaired, or the ravages of death have come 
among them, it does not inevitably follow that all, or any, 
of these evils are in consequence of the duties imposed upon 
them by the Board of Education, or resulting from the ad- 
ministration of these duties by the Superintendents. It may 
be from other and entirely different sources, and it is for 
you, therefore, to ascertain from what direction the grievances 
in question do proceed. If the Course of Studies is wrong, 
correct it, or if the administration is wrong, correct that. If the 
faults are the faults of others, find out what the faults are, where 
they lie, and correct the matter there. We have here all the 
facts and arguments before us, and indeed everything which 
will enable us to ascertain where the fault is ; and this, gentle- 
men of the Committee, I hold to be the duty which you, as the 
representatives of the Board of Education, owe to the people, to 
the great and important interests which you represent, and to 
yourselves, and the teachers who have laid their complaints 
before you. These charges have gone broadcast to the winds, 
from one extremity of our continent to the other, through the 
public papers, which have announced that the great body of 
teachers have united in the expression that these abuses do exist. 
Whether they do or do not exist, is the subject with which we 
are now to deal. 1 do not stand here, however, as the advocate 
of any particular theory, but I stand here to tell what my own 
knowledge is, and what my experience and that of my col- 
leagues has been in this matter. I am anxious, only, to ascer- 
tain and apply the corrective where it may be needed, and, in 



102 

that view alone, I undertake a brief discussion of the question, 
upon such reasoning as the arguments and facts which have 
come before me will, in my opinion, justify. 

In the first place, gentlemen, you are undoubtedly aware that 
we have had a Course of Studies prescribed during the entire 
organization of the Board. The Course of Studies preceding the 
present one was adopted in 1866, and remained in force and oper- 
ation until the latter part of the year 1867. In September, I 
think, of that year, some complaints were made that there was too 
great a pressure upon the teachers and pupils, which was attri- 
buted to the then existing Course of Studies. I do not know 
where those complaints originated, but they certainly were 
made, and the facts were communicated to the Committee on 
the Course of Studies, of which Mr. Roosevelt was then . Chair- 
man. On the very next day, a meeting of that Committee was 
held, and it was determined that the matter should be investi- 
gated. The Superintendents were directed to look into and 
ascertain the nature of the complaints, and see what remedies 
should be applied. That was done. My colleagues and myself 
were engaged for some three months in that investigation, and 
we finally determined that it would be expedient to revise the 
whole system. 

It was complained, among other things, that there were too 
many studies in the grades, and that the result of that was that 
there was too great a stress upon the energies of both teachers 
and pupils. "We exerted ourselves to remedy any evils that 
were manifested, and finally agreed upon the existing Course of 
Studies, which will be found in the Manual. We added to the 
Course of Studies then pursued, the entire Seventh Grade, the 
minimum time for the completion of the study of which was six 
months, and no maximum was fixed at all. "We extended the 
First Grade from six months minimum to one year minimum, 
and did so with the express statement that the time be so ex- 
tended. We extended the time of the supplementary classes 
indefinitely, the minimum time being put down at two years, 
and, in fact, we cut down every grade. For instance, in Geog- 
raphy, where it was, under the previous system, necessary to 
go through complete studies in the successive grades of the 
various countries, we substituted the obnoxious word "outlines" 



103 

instead. Where it was formerly necessary to go through the 
whole history of America, and Greece, and France, and Rome, 
we substituted the outlines of those histories. In like manner, 
where it had been necessary, in Astronomy, to go through all 
the problems, we substituted the outlines of astronomy. In 
Algebra, we substituted the same thing, making it necessary 
only to go thoroughly through the fundamental principles of 
algebra and geometry, and so went through the entire Course o± 
Studies revising and amending ; cutting down in nearly every 
grade, and reducing them very much. 

The Course of Studies, as then submitted, was adopted at the 
last session of the Board in the year 1867, and the Superintend- 
ents were directed to send a copy to all the teachers in the city, 
accompanied by a Manual, explaining everything that might 
be doubtful, so as to make it as certain and explicit as pos- 
sible. That duty was performed diligently during the month of 
January, and about the first of February the new Course of 
Studies had been supplied to all the schools. 

You will bear in mind, gentlemen, that the Course of Studies 
this year commenced in September, and there was, therefore, 
about five months before that Course of Studies could have 
been reached by them. ISTow the first obvious remark made 
here is, that at the time these resolutions were submitted to the 
Board of Education, there had been no time for the teachers to 
have had any experience as to what that Course of Studies was. 
Those of them who had been going on for five months were 
directed to go on until the examination, and then take up the 
new Course. You will, therefore, perceive that, in reality, the 
charges which have been made here in reference to the Course 
of Studies must have had reference to the former Course of Stu- 
dies, which was much more severe than the present one. But, 
up to that time, no complaints had been made in reference to 
hat Course of Studies, and we are given to understand that all 
the arguments which have been used here have been in reference 
to the existing Course of Studies. 

The first point which I shall make here is, that the teachers 
have not had the opportunity to ascertain what the faults were in 
this present Course of Studies. Now under the Course of Studies, 
as pursued in the years 1865 and 1S66, what was the result ? — 



101 

and it must be remembered that that was a much more difficult 
Course of Studies than the existing one, in all respects, and one 
which must have taxed the energies of teachers much more se- 
verely. In 1865, it appears, by the report of the examination 
for that year, that the whole number of pupils examined during 
that year was sixty-two thousand four hundred and fourteen ; 
the number of classes examined was one thousand six hundred 
and sixty-eight. Of these classes, eight hundred and fifty-one, 
or fifty-one per cent., were reported as "excellent;" live hun- 
dred, or thirty per cent., as " good ;" or, in other words, we had 
upwards of eighty per cent, reported as of average attainment, 
or exceeding the average. This gives us thirteen hundred and 
fifty-one classes altogether, out of sixteen hundred and sixty- 
eight, of that report as " excellent" or " good," and an average 
result of the examination as reaching eighty per cent , or four- 
fifths of the whole number. And that was the result of the ex- 
amination of that year, under the previous Course of Studies. 

Next year — 1SGG — the number of classes obtaining and ex- 
ceeding an average of eighty-two per cent , (out of the whole 
number of classes examined,) was eleven hundred and sixty-two. 
The total average percentage (in all the schools) of scholars was 
eighty-two per cent. The number of classes exceeding seventy- 
five per cent, was ten hundred and sixty-five ; the total number 
exceeding eighty per cent, was seven hundred and two ; exceed- 
ing ninety per cent., five hundred and twelve; and exceeding 
ninety-five per cent., two hundred and seventy-six. That was 
the result of 1SGG, and now let us see what was done in 1867. 

The last report (showing the results of the last examination 
of the classes, for the year 1SG7, previous to the introduction of 
this "rigid" system) shows the whole number of classes exam- 
ined to have been fourteen hundred and twenty-live, and a total 
average of scholarships of eighty and three-sevenths per cent. 
The number of classes obtaining and exceeding seventy-five per 
cent., was thirteen hundred and seventeen ; the number exceed- 
ing eighty-five per cent., nine hundred and thirty-nine ; exceed- 
ing ninety per cent., six hundred and three ; exceeding ninety- 
five per cent., two hundred and thirty-six ; and the number ob- 
taining one hundred per cent., was forty-two. And there was 
only one hundred and eight below seventy-five per cent. 



105 

Now here are three successive years, during which the Course 
of Studies pursued was much more severe than under the pres- 
ent Course, and jet, for these three years, in succession, we find 
the classes obtaining and receiving an average percentage of 
eighty-one. Now that is a fact that is worth keeping in 
mind. Notwithstanding all the ill health of the teachers and 
scholars, and the fear of the Superintendents, it seems that 
four-fifths of all the classes succeeded in obtaining averages of 
eighty per cent, and upwards. And I heard no complaint that 
this Course of Studies was at all burdensome or oppressive. On 
the contrary, every one seemed perfectly cheerful. I don't re- 
member seeing anything more cheerful or contented than the 
countenances of the teachers during that period — except at this 
investigation. But now this Course of Studies has been mate- 
rially cut down and reduced, and yet we are told that all those 
fearful results, which have been enumerated at these meetings of 
your Committee, have followed; that the whole system of edu- 
cation has collapsed under the terrible strain brought to bear 
upon the health of both teachers and pupils. And before it has 
been submitted to their experience by any adequate trial, or 
time for a trial at all, it is condemned as impracticable and in- 
jurious. 

Permit me to come now to the examination of some of the 
allegations which have been made. The first resolution, pro- 
pounded by the teachers and supported here by their represent- 
atives, reads in this way : 

Resolved, That it is the sense of this Association, that too 
much work is demanded by the Board of Education from 
teachers and pupils. 

Now, gentlemen of the Committee, in view of all the facts of 
the case, as stated by these complainants themselves, permit me 
to ask you whether we have had any sufficient proof that " too 
much work is demanded from teachers and pupils ?" Let us 
see ! I mean, now, that I desire to ascertain whether too much 
work is demanded by the Course of Studies, or by the By-Laws 
of the Board of Education. That is in my judgment the first 
thing to be considered in view of the charges and complaints 
made. I do not stand here, however, to deny that these ill 
results do exist or have obtained, although I will come to the 



106 



consideration and examination of that subject by and by. But 
what I do say is, that proof that too much work is demanded 
does not exist, or at least has not been presented to your Com- 
mittee by those who have given their views and experience on 
the matter. 

My friend, Mr. Kenuard, says — and others have united with 
him in the assertion — that the teachers are required, on an 
average, to teach during four and a half hours of each day. That 
is, the period occupied in actual teaching is stated to be four 
and a half per day. So, they are required, it will be seen, to 
teach during each day for four and a half hours, during five 
days in the week, and extending over a space not exceeding ten 
months during the whole year. 

Now, can it be possible that this is exerting such a fearful 
strain upon the teachers ? Where is the evidence of it ? Do 
you see it around you here ? Is there any great evidence of 
minds or bodies overtaxed or broken down by this terrible pres- 
sure of labor ? Four and a half hours for five days in the week, 
and for ten months in the year, is all that is required from the 
teachers, and the way they have performed that work has been 
already shown you. Here are all the classes gaining, and 
instead of eighty per cent., a good average, many of them have 
attained a hundred per cent. That is the way they have done 
their work, and I see no puny faces or exhausted mental or 
physical systems around me here. 

How is it with the pupils ? Now, by the By-Laws of the Board 
of Education, it is prescribed that two hours shall be the maxi- 
mum time that any pupil shall be required to study out of school 
hours, and in the case of Primary Departments they are not 
required to have any studies allotted to them out of school. And 
where they are required to study out of schools it is stated that 
the lessons shall be first illustrated and explained, and that no 
work in grammar or arithmetic or any of the abstruser sciences 
shall be given to pupils, for home study, excepting those in some 
of the superior grades. And, during school hours you are aware 
that no studies are pursued at all. There is an hour and a half 
or two hours occupied by the recesses, and the rest of the time is 
taken up by recitation and explanatory instruction, etc. ; so 
that, in reality, two hours study on the part of pupils is all that 



107 

is required. Now, where is the excessive strain upon the health 
or " the physical and mental energies" of the pupils ? The 
greatest writers on education are willing to admit that three or 
four hours per day in any school is not an excessive length of 
time for instruction, and it ordinarily is extended to five or six 
hours per day. I ask you, therefore, in view of these facts, is 
there any undue strain imposed upon the physical or mental 
energies of teachers or pupils, by any provisions of the By-Laws 
of the Board of Education ? And with all due respect, I submit 
that there is. none. 

Passing from this subject, I will advert next to the grounds 
taken by the representatives of the teachers, that teachers should 
not be held responsible for studies in the lower or preceding 
grades. Now, what does this mean ? Why, it has been stated 
here that promotions are very frequently made under the old 
system by the Principals of the Primary Departments and the 
Principals of the Grammar Schools, and that they have been 
examined by the Principals of the latter, and when promotions 
are made from classes or schools, they are always made by the 
Principals of the schools. And when new scholars come into 
the schools, tbey are always examined and classified by the 
Principal of the school. And it is also stated that the examin- 
ations are not always sufficiently rigid, and that teachers have 
sometimes been transferred without sufficient examination. 
"What then takes place? Suppose thirty or forty are transferred 
unprepared, and these pupils are put under the care of the 
teacher of the Grammar School, what must she do ? It is 
utterly impossible for her to go on one step further until she 
knows what their standing is. When promotions are made, from 
the higher to the lower grade, how could any teacher get along 
without being perfectly conversant with the lower grades ? She 
could not expect to do it ; it would be out of her power ; and 
then indeed it might be said that " the burden laid upon her 
was greater than she could bear." Every teacher thinks — there 
is not a teacher here who does not think — that if she was charged 
with such a class, she would find out in what they are deficient 
and bring them up to the grade. Indeed, it would be absolutely 
necessary. And suppose you repeal that by-law, what would be 
your standard of scholarship ? It would be worse than nothing 



108 

at all, and therefore the Board of Education have required, 
through its By-Laws, by a system of reviews, that every mouth 
a review should be had of the studies of the preceding Course, 
and that upon promotions, particularly, a perfect and thorough re- 
view should be had of the studies preceding that Course. Per- 
haps it might be as well to treat that question of reviews in con- 
nection with this question at present before me, as well as at 
any other time. I ask you, can anything like complete scholar- 
ship be attained without reviews ? In geography, history, and 
arithmetic, they say no such necessity exists, and they go so far 
as to tell us that pupils might be permitted to go on without re- 
viewing South America while they are studying the geography 
of Europe, or that when studying Greek or Roman history they 
need not be troubled by reviewing the history of France or 
Spain, and that, in fact, it is not necessary that they should keep 
the previous studies in their minds at all. I ask you, gentlemen, 
if you consider that a specimen of the scholarship of the Public 
Schools of New York? I have never known a system of educa- 
tion which might be pursued in that way, or in which the pupil 
might study the history of the French or Indian wars independ- 
ently, and forget the boundaries in the history of their own State. 
~No such standard as that has been adopted anywhere that I know 
of. If any part of the Course is to be forgotten the moment it is 
learned, and never recalled again, then, I say, banish it from the 
Course at once, for if it is proper, it is proper never to study it, or 
learn it — if the studies are not worth keeping in mind, then they 
certainly are not worth learning at all. The moment you take 
away this system of reviews, that moment you strike at the 
very foundation of the system of public instruction which we 
have adopted, and make it valueless. But it is, after all, a mis- 
take in phraseology. Teachers are not held responsible fur the 
studies in the lower grades; they are not held responsible for 
them at all ; they are only held responsible for the class, and 
the responsibility does not rest upon the faithful teacher who 
endeavors to perform her duty. I regard it, therefore, gentle- 
men, as essential to the validity of any system of public in- 
struction that it should be reviewed — that it should be kept up, 
so that when our teachers leave our schools they shall be fully 
acquainted with all the previous studies. But if such a course 



109 

as the neglect or abolishment of these reviews is pursued, or 
effected, it will be merely reducing our system of public instruc- 
tion to an empty and purposeless ceremony. Enough, however, 
upon that subject, except to say that there has never been a 
time when these reviews were not necessary. And, as it is at 
present practiced, the Committee has reduced its laboriousness 
by putting it from once a week to once a month. 

We come now to the next charge, in reference to the use of 
this term " outline," as being very indefinite. Well, I assume 
that it is somewhat indefinite, and I admit that it might call for 
the Board of Education to explain what is the meaning of the 
term " outline." Not that we suppose that any teacher in New 
York did not know the meaning of the word " outline," or that 
he or she did not know the principal features of the outlines of 
geography or history. But we were told there would be a differ- 
ence of opinion as to what these outlines were, and undoubtedly 
there would be. Suppose we were to go into the designation 
and description of what outlines were to be taught, and stated 
that the word " outlines " meant a particular bay, a particular 
country, or particular States, or chief cities, then we should be 
met by the question — What do you mean by " chief city V so 
that we should ultimately have to explain everything — what 
cape, or bay, or river, every boundary, every city, and so forth, 
while in fact we meant to leave that to the intelligence of the 
teachers. The phrase, as we left it, meant simply that they 
should not be required, as they had been before, to learn every- 
thing, but should select for themselves what was intended by the 
word " outline," or the leading features of importance in every 
study, whatever they might be. But while we are willing to 
concede that a little fuller definition of the term " outline " should 
have been given, it is, we must also claim, impossible for us to 
go into every detail of the studies ; something must be left in this 
matter to the discretion and judgment of the teachers. 

I come now to the discussion of the last resolution, which I 
will read : 

Resolved, That, in the opinion of the Association, the strain 
on the health of class teachers is greatly increased by the fear 
of the annual examinations, and the marking of the results by 
the Superintendents; and that the strain is felt in some degree 



110 

by the pupils, in the extra drill and repetitions made necessary 
by this preparation. 

Now, gentlemen, here is the sum and substance of these 
complaints. The teachers do not ask, as I understand it, that 
there should be no annual examination; I take it that that would 
be too great an innovation upon our sj'stem. No academies or 
colleges in the world can get along without such examinations ; 
that is admitted. And these examinations sometimes take place 
once a month or once a quarter, but we say that they shall take 
place once a year. Now, gentlemen, shall we or can we abandon 
this annual examination % "Was there ever a time when any of 
you did not look forward with fear to the annual exami- 
nation 1 So far as I am concerned it was always so ; although 
I do not think it is a blind selfish fear, but an anxiety. I do 
not think it was or is actual fear ; I do not believe the 
teachers look forward to the Superintendents with any degree 
of fear, but they do, I think, look forward with anxiety, or an 
apprehension, that they may possibly fail. Now then, can we 
afford in the first place to dispense with these examinations ? If 
you do dispense with our annual examination, I do not exactly 
see what necessity there is for our further services. But I do 
not put it on that ground ; I take the position that these annual 
examinations are necessary, and in Boston, Philadelphia and 
other cities, where such examinations do not take place, they 
admit that their schools are not as good as they ought to be. 
All the visitors we have had amongst us from Europe and other 
countries have expressed their admiration of that system of 
examination which causes our teachers to look forward with 
such anxiety for the result. And this anxiety, in a great meas- 
ure, is what has led to the attainment among the classes of the 
high average of about eighty per cent., so that the great fear i>, 
now, that the teachers may not get marked high enough, and that 
the heart of some teacher will be broken at reaching ninety-nine 
and a half when she had expected to obtain one hundred per cent. 

In regard to this question of the marking system, which came 
up some years ago before the Committee, and on which the Com- 
mittee finally decided that the marking system should be aban- 
doned and adjectives of degree used, as fair, good and excellent, 
what was the result ? We went to the school afterwards and 



Ill 

found an utter listlessness among them. They seemed to have 
lost interest in the examinations, and said : How do we know 
the meaning of your terms, good, or fair, or excellent ? Class 
after class failed entirely, and their teachers took no interest in 
the result, as to whether it was a failure or a success. They 
alleged they did not know whether they failed or not, and 
we found it subsequently advisable to come back to the old 
system, and almost immediately the interest of the teachers 
began to increase and marking ran up at a rapid rate. 

It is said that it is impossible to make a mathematically correct 
calculation by the marking system. Undoubtedly it is ! But 
when you find that Superintendents go from school to school 
and make these examinations, and you find that the examina- 
tions and their results are almost mathematically the same from 
year to year : and when you find also that the teachers them- 
selves sit down and keep their record or list of marks them- 
selves, with the Superintendent, and that they agree almost 
exactly, it is, I should think, fairly to be presumed that the offi- 
cers can and do made a pretty fair examination of the schools 
from year to year. The results have been clearly shown to be 
beneficial, and my experience is, that if this system of marking 
is abolished, and the teachers do not know exactly how far they 
have gone in achieving the results for which they worked, you 
will find the schools running down, and a total lack of ambition or 
interest both among teachers and scholars. They will believe 
that if they succeed no one will ever know it, or that if they fail 
it will be also unknown, and the consequence will be, as it was 
before, an utter dilapidation of the whole system of scholarship, 
and we most certainly do not desire to reach that stage. 

I believe, now, I have gone over the principal allegations that 
have been made, though somewhat briefly and probably imper- 
fectly, but I think I have succeeded in showing, that if any 
of our efforts and best intentions fail, it is not the fault of the 
Board of Education or of the Course of Study. In reference, 
however, to the examination by the Superintendents, I will give 
a resume of the facts and deductions from actual knowledge of 
the circumstances. It is, I think, pretty well known that we gave 
the teachers printed papers, or forms, in the first place, saying 
to them " We wish you to put down here every study that has 



112 



been pursued daring the term ; state how long you have had 
charge of the class; how many pupils in average attendance; 
the ages of the pupils, and how far have you gone in the 
studies." We do not ask them what the grade is at all, nor do 
we limit them to any particular course, or require them to men- 
tion a single study beyond what they know they have gone 
over. These teachers have had charge of these classes for six 
months, and they ought to know of what materials they are com- 
posed. We simply desire them to give us the results, and send 
them circulars beforehand, stating explicitly that we do not 
want to know how far they have gone in the Course or Grades, 
but how well they have succeeded ; not what grade, but what 
have you done within the grade ] Where they have had a 
class only four months, and have gone three-quarters through 
that grade, then we mark them as having gone three-quarters 
through that grade. The standing of the class is not made to 
depend upon the grade, but how far they have succeeded in 
that grade in which they are. 

There is also one other thing in reference to this Course of 
Studies, and that is, that in no part of it is there any time 
limited. You shall not finish it before the expiration of six 
months — you shall pursue it as much longer as you choose. 
That is all. But when these teachers tell us that they are re- 
quired to pursue nineteen different studies, they certainly do 
seem inclined to give the matter the very widest appearance 
and scope, and are very much like Falstaff's men in buckram. 
They have kept on adding until they footed up from nine to 
fourteen, and now from fourteen to nineteen. But we say to 
them, take as many studies as you have time to pursue, take 
that much, and take no more. If there are nineteen studies, 
you may take three years to do it in if you choose, and cannot 
go on faster, but it ought to be distinctly understood before this 
time that there is nothing compulsory as regards time. 

I would like also to call the attention of your Committee to 
one or two pointed admissions made by the other side during 
this investigation : 

Mr. Scott, in his opening address, states explicitly : " You will 
naturally expect us to answer, categorically, the question, "Do 
you believe that the physical energies of the pupils are over- 



113 

tasked ? " So far as my experience and energies enable me to 
answer, I freely reply that I do not think they are ; and so far 
from parents thinking their boys overtasked by excessive study, 
T beg leave to state that the constant complaint, in my own 
school as well as others, is, that they have not enough to do. 
Do you ask, Mr. Chairman, if we deem the present first grade 
too arduous for the pupils ? So far as my enquiries extend, I 
am authorized to say that, without the change recommended, 
even as it at present stands — always excepting reviews — it is by 
no means overtasking." 

And the same admission, substantially, is made by Miss Simms. 
In her argument she states, explicitly, " I think that we are not 
obliged, by the Board of Education, to take up all these subjects 
at once ; we are not obliged to complete the course within a 
given period ; we may take all the time we think necessary," 
and so on. 

Now, this is undoubtedly true. Then, what becomes of the 
charges that they are required to take up all these nineteen 
studies they speak of, at one time? It is acknowledged by the 
representatives who have appeared here, that the Board of 
Education does not require it, and that the Course of Studies 
does not require it. If this be so — and it unquestionably is — 
who, then, does require that all these studies shall be under- 
taken, and taught, and studied, at onetime? I have shown, 
already, that there is nothing in the action of the Board of 
Education, the Superintendent, or the Course of Studies, which 
gives any colorable pretence or foundation to the charges which 
have been made, and I have also attempted to prove, by the 
language used by the other side, that their views are, in nearly 
every one of these matters, erroneous. 

But we find no further light thrown upon the subject, except- 
ing through the remarks of Miss Loveridge and Mr. Carroll. 
They tell us that the difficulty exists largely in the ambition 
and anxiety of the Principals that their classes should reach a 
certain grade in a certain time, and accomplish a certain object. 
And here I must remark, that my own observations compel me 
to concur in the belief expressed by them. We do not require 
this overtasking ; the Course of Studies does not require it ; but 
the teachers or Principals do. So we are told, and I am not at 
S 



Ill 

all in doubt that it is true. There is, of course, a Free Academy 
class to be prepared from the first grade, and the Principals in- 
form their assistants that it is their business and their duty to 
push the class along rapidly in the grade, and that it is expected 
of them that they will so get them up in the grade that they 
will be prepared to furnish at once the Free Academy class. 
Now, for all this urging and overstraining, neither the Board, 
nor the Superintendents, can be considered actually responsible. 
We say not a word about grades, but the anxiety and ambition 
of teachers do. It is the grade they require, in substance, of 
their subordinate teachers. This question of the annual exam- 
ination, and the "fear" experienced in regard to it, embraces 
and includes the whole subject and substance of the charges and 
complaints. Not that the assistants love this arduous duty 
themselves, but they cannot carry their classes to the extent de- 
sired by Princpals, parents, and others, unless they study an 
undue number of hours. 

Now, all that we have to do to counteract its evil effects is, to 
prohibit it, and see that the teachers shall take their own time 
to teach their classes, and shall not be hurried forward by the 
undue wishes of their Principals, in their labors. In other 
words, that they shall not be required to "make bricks without 
straw." Now, it undoubtedly appears to me, that this all 
grows out of the anxiety of teachers to accomplish a greater 
amount of work than they can properly do. They wish that the 
grade should be as high as possible, and they are insensibly 
impelled to push forward their pupils to work for which they 
are inadequate. 

And I would here thank Miss Loveridge and Mr. Carroll for 
having called attention distinctly to that fact. There have been 
no other facts brought to bear in this investigation which tend 
so strongly to point out the errors of which complaint has been 
made as the suggestions by the persons I have just named. 

We should not be called upon to shatter down our noble 
system of instruction, which we have tested and found favorable 
for so long, and which has been so admired by all other I 
and countries, simply because principals or teachers of schools 
require work to be done which cannot be accomplished within 
the time they desire, and then come here and complain that it 



115 

is the result of a course of studies, that has not yet "been fairly 
tested, and require that it should be cut down, that all our re- 
views and examinations be given up, that every test of scholar- 
ship should be cast aside, because it will result to the advantage 
of the complainants, even though it results in injury to the 
cause of education. 

These are our views, gentlemen, and we ask you to examine 
them in connection with the facts alleged by the other side of 
the house. We allege that it is not the result of, or by means 
of, any action of the Board of Education, the Course of Studies, 
or the Superintendents, that these errors and grievances have 
ever existed, and a comparison of views would have no other 
effect than to strengthen this conviction. I believe I have said 
nearly all I have the strength to say, and most respectfully 
leave it with you, after having heard my colleagues, to determ- 
ine whether the Board of Education, its Committees, or the 
teachers themselves or their Principals are in fault. 

On the conclusion of Superintendent Randall's address, the 
Chairman introduced Superintendent Kiddle, who continued 
the discussion, as follows : 

Mr. CnAiRiiA^, — "When the resolution, under which your 
Honorable Committee was appointed, was adopted by the 
Board of Education, I greatly rejoiced, because I hoped that 
such an investigation would be made into the statements com- 
prised in that resolution, as would remove the indefiniteness, 
uncertainty, and obscurity in which, hitherto, they have always 
been involved, and thus lead to the entire removal of the evils 
to which they pointed. This resolution was based upon " com- 
plaint," said to be " made by parents of children that attend 
the Public Schools, and by many others interested in public 
education in this city, that the course of studies pursued in the 
schools, the number of studies, the rules governing their acqui- 
sition and teaching, and the time required for their completion, 
are too arduous, and cause serious injury to the physical and 
mental energies of both teachers and pupils." And on this 
resolution your Committee are instructed to obtain " all avail- 
able information on the subject," and particularly as to the 
" amount of labor performed by the teachers, and the time de- 
voted to study by the pupils." 



11G 

I would respectfully suggest, that this complaint should be 
particularly inquired into, so as to be established or dismissed ; 
and particularly that its exact extent and magnitude may be as- 
certained ; for otherwise, it will be at once apparent to you that 
there is nothing to be investigated — as the lawyers say, there is 
no corpus delicti • and we are in danger of fighting a " man of 
straw." It is not enough that the teachers say that they are 
oppressed by their duties and terrified by their responsibilities ; 
of course, (I say it with no disrespect to them,) it is their interest 
to say this ; and being interested parties, their statements are, 
by no means, to be taken as conclusive evidence of the fact. 
That their labors are arduous, no one admits more freely than 
myself; but so are those of all connected with this system, and 
also of many other classes of the community, any of whom, if 
invited to expose their grievances, and exhibit their burdens, 
would present a case equally hard with that which has been so 
vividly depicted in these large, enthusiastic, and intelligent as- 
semblies, which, although composed of these shattered victims 
of oppression, present an appearance of health and vigor, both 
of body and mind, unsurpassed, as I am proud to feel, by 
any other class of our citizens that could be brought to- 
gether. Hence the statements emanating from this source, 
however fortified by presumedly unanimous resolutions — passed 
in duly constituted assemblies — must be accepted, and treated 
as the statements of interested parties, — not necessarily untrue 
or incorrect, but at least highly-colored by that natural and in- 
evitable bias which always attaches to whatever affects our own 
personal comfort or pecuniary prosperity. Sir, if the resolution 
had kindly embraced an inquiry into the labors and duties 
which "cause serious injury to tlie physical and mental energies" 
of your humble servants, the Superintendents, I entertain not 
the slightest doubt that they likewise would have been enabled 
to present a case, which would have invoked for them very 
much genuine and heartfelt sympathy. But we are compelled 
for the present, at least, to suffer in silence, and are even patient 
in being made the convenient (though I cannot Bay altogether 
willing) instruments of exciting a sympathy for others. 

But, sir, I had anticipated hearing also from those " many 
others interested in the cause of education," as well as the 



117 

" parents," who, as disinterested parties, would have borne spe- 
cific testimony with regard to the abuse referred to in the reso- 
lution — and the particular offenders (other than your humble 
servants, the Superintendents) concerned in its perpetration and 
maintenance. But I have been disappointed, and am now 
called upon to vindicate the system against charges which, I am 
free to say, rest at present, at least, on no adequate testimony. 
This great system of education — the pride and boast of our 
city and State — a system which has received so many eulogiums 
from sources of the highest intelligence and respectability, has 
been placed on trial, held up to public odium, and brought to 
the very verge of condemnation, by charges and testimony 
which, in their generality, vagueness, and insufficiency, would 
be inadequate to convict the pettiest criminal of the smallest 
offense known to the law. Yet here she sits behind the felon's 
bar — humiliated by her own friends, brought to shame by those 
who should have protected her, — all her faults, however trivial, 
exposed to the idle and scoffing gaze of the multitude, — her 
magnificent robes torn to shreds by her own thoughtless chil- 
dren. Most appropriately may I cite, in this connection, those 
magnificent lines of Byron : 

So the struck eagle stretched upon the plain 
No more through rolling clouds to soar again, 
Viewed his own feather in the fatal dart, 
And winged the shaft that quivered in his heart, 
Keen were his pangs ; but keener far to feel, 
He nursed the pinions that impelled the steel, 
While the same plumage that had warmed his nest, 
Drank the last life-drop from his bleeding breast. 

May God grant that she be acquitted of these charges, and 
be permitted to stand forth again with spotless reputation and 
unsullied dignity. 

And, sir, that such may be the case, I proceed to examine 
the accusations, and to vindicate the substantial efficiency and 
general excellence of the schools, to whose supervision I have 
unsparingly devoted, I may truthfully say, the twelve best years 
of my life. 

The first point to be considered, is the " Overtasking of the 
pupils." This, although of paramount importance, has been 



118 

treated as a secondary matter when compared with the severe 
trials and hardships to which our earnest, painstaking, and de- 
voted teachers are subjected. 

Are the pupils overtasked ? Says one of the delegates* (page 
6 of the printed record) : " The Male Principals believe that 
there is a great strain now exerted on the mental and physical 
energies of teachers and pupils." But on page 14, he remarks, 
addressing the Committee : " You will naturally expect us to 
answer categorically the question — 'Do you believe that the 
physical energies of pupils are overtasked V We naturally an- 
swer for the Male Grammar Schools, and for these alone : ' So 
far as my own experience and energies enable me to answer, 1 
very freely reply that I do not think they are. And, so far 
from parents thinking their boys overtasked by excessive study, 
/ beg leave to state that the constant complaint in my own 
school, as well as others, is, that they have not enough to do. 
So far from asking that the amount of home-work should be 
reduced, in the lower grades, there are many Principals who 
think it might be judiciously increased.' " Xow, this is not very 
clear testimony in behalf of the Male Principals, nor is the an- 
swer very " definite " or " categorical ;" but certainly it does 
not testify to the truth of the statement made previously in be- 
half of the same Male Principals, that the physical energies of 
pupils, at least, are overtasked. Nor, as a general thing, do I 
thiuk they are, either in the Male or Female Grammar Schools. 
There are, undoubtedly, cases of the kind occurring daily in the 
schools, and, indeed, it would be surprising if there were not, in 
a system so vast as ours ; but I believe they are exceptional, 
and by no means sufficiently numerous to justify the outcry that 
has been raised against the sj'stem. But, however few, they 
ought not to be permitted ; and if there be any means possible 
to prevent entirely their occurrence, resort should be had to 
such means. "While, however, all are not gifted with perfect 
discretion and unlimited intelligence, my opinion is, that in 
spite of all legislation, such cases must sometimes occur. A 
teacher will, occasionally, err in assigning lessons, and thus over- 

* D. B. Scott. 



119 

task the pupils ; and solitary instances of this kind are very apt 
to lead to incorrect views of the general requirements of the 
schools, and bring about a false impression as to the character of 
the system. The human mind tends to generalize too rapidly, 
and leajDS to a conclusion before sufficient facts have been col- 
lected on which to base a correct opinion. A parent finds his 
child laboring to acquire home-tasks of excessive length, and 
instead of going to the school and finding out the cause, inveighs 
against the teachers as a body, and the schools as a system ; 
while, if he had seen the teacher, he might have discovered that, 
perhaps, the child had been placed in a class of too high a 
grade; and the simple request to have the pupil put into a lower 
grade would have removed the difficulty. This, however, pa- 
rents will rarely consent to, expecting rather that the tasks 
should be brought down to the level of their children's capacity, 
without regard to that of other children. Physicians also very 
often form erroneous impressions of the management of the 
schools, from seeing one or two pupils injured in health, perhaps 
from the cause referred to, or presumed to have been thus in- 
jured. The experience of physicians with respect to a matter of 
this kind must necessarily be one-sided, and hence their testi- 
mony should be taken with considerable allowance. Let the 
cases be made known, and the particular facts be inquired into ; 
and my experience goes to show that, in most cases, it will be 
found that the studies have had nothing whatever to do with the 
child's loss of health ; or if they have, that the parents alone are 
responsible in permitting their children to attend school when 
their condition of health required them to be withdrawn al- 
together. 

Nevertheless, there are, undoubtedly, as there always have 
been, cases of the kind referred to, where the pupils have been 
oppressed with severe home-tasks; and the fact has been repeat- 
edly reported to the Board by myself and others of the Superin- 
tendents. Thus, in my Annual Keport to the Board made in 
1857, (more than ten years ago,) the following passage occurs : 
u One very serious evil, resulting from a too exclusive depend- 
ence on lessons and recitations, is the requirement from the 
pupils of an excessive amount of study out of school. In one 
school, on inquiring how many lessons the pupils were required 



120 

to study in this way, I was informed, sufficient to occupy four or 
five hours of each day — thus rendering it necessary for boys of 
from twelve to sixteen years of age to spend nearly one-half of 
the twenty-four hours in the confinement of the recitation-room, 
or in poring over books, restricting the means of recreation and 
exercise, so imperatively necessary, especially during the early 
periods of life, preventing their healthy, physical development, 
irremediabty undermining their constitutions, and inflicting upon 
them a future existence not only of bodily pain and disease, but 
perhaps of mental prostration and imbecility. It is not supposed 
that the time generally required for home study is at all equal 
to this ; but there is a strong tendency in many of the schools, 
and especially in the higher classes, to exact an amount oppres- 
sive to the pupils' energies and injurious to their health.*' 

The Course of Study at that time was indeed a very oppres- 
sive one, more than twice as many branches being required to 
be pursued simultaneously as are now prescribed for the Gram- 
mar School Course ; and to remove the evil referred to it was, 
on the recommendation of the Superintendents, greatly modified, 
and the amount of study very much reduced. 

On the second of November, 1S64, a resolution was adopted 
by the Board of Education directing the Committee on Course 
of Studies and School Books " to examine and report whether 
the present system of instruction in the Grammar Schools is not 
calculated to interfere with the proper mental and physical de- 
velopment of the pupils." And the Committee subsequently 
reported, " that from the attention they had been able to give 
the subject, and the information abtained, they were led to be- 
lieve that, while the system, as a whole, was not chargedbL 
such influence, yet in some cases, and as administered in some 
schools, it was made to operate so as to impair, very seriously, 
both the mental and physical health of the pupils." To sustain 
this conclusion they stated many important facts having refer- 
ence to the improper manner in which some of the Principals 
administered, or rather persistently violated, the rules of the 
Board. Many of the abuses mentioned in this Report, and which 
it was hoped that the subsequent legislation of the Board had 
forever removed, we find, from the testimony of the assistant 
teachers presented to your Committee, are still in existence; and 



121 

while Principals send their representatives here to inveigh 
against the Course of Study as the cause of excessive burdens to 
the teachers and pupils, they themselves are wilfully violating 
the wholesome regulations of the Board designed to prevent this 
abuse — an abuse for which the Course of Study, if properly ap- 
plied, can in no case be responsible. If this charge of the assist- 
ant teachers be sustained — and I myself can testify in part, at 
least, to its truth — the offenders should be promptly made to 
answer for the offense before this Committee and" the Board of 
Education. Sir, they have been wilful in thus violating the 
rules of the Board beyond all precedent ; for they have been 
warned of this fault year after year in the Reports of the Super- 
intendents, by special legislation of the Board, of which they 
have been duly notified, and more particularly by the Report of 
1864, before referred to, which specified particularly this depar- 
ture from sound and judicious policy. 

The following extract from that Report will clearly show this 
fact : 

" A very prolific source of injury to the pupils is the erro- 
neous impression existing in the minds of some of the Prin- 
cipals of Grammar Schools, that every class ought, in accord- 
ance with the rules of the Board, to be of a specific grade ; that 
is, that the first class should be of the first grade, the second 
class of the second grade, and so on. In order to effect this, 
pupils are frequently promoted to grades of study for which 
they are inadequately prepared, and which are beyond their age 
and capacity. From the operation of this cause, pupils of nine 
or ten years of age are often forced to attempt the study of the 
most difficult branches prescribed by the Board ; of course, to 
the serious detriment of their mental and bodily organizations. 
ISTo proper discrimination is made as to the age of the pupils, in 
this promotion from grade to grade, such discrimination, it is 
alleged, being prevented by the determination of parents that 
their children, irrespective of age, shall be urged forward as fast 
as other pupils in the same class ; and as opposition to such de- 
termination would result in a loss of the pupil, and his admis- 
sion into another school more compliant, the pupil is promoted. 
Your Committee have found nothing in the By-Laws of the 
Board requiring that any class should be of a particular grade. 
The Course of Study and its accompanying provisions, are, in- 
deed, obligatory upon all ; but these only enjoin a particular 
order of subjects and topics, and leave it entirely to circum- 
stances to determine what time shall be given to the completion 



122 

of the whole course, or of any one of the grades into which it is 
divided. This division of the Course into specific grades appears 
not to he designed at all to prescribe that classes of equal rank 
in different schools shall be of the same grade. To require such 
a uniformity would be prejudicial to the best interests of the 
pupils. In one school the pupils of the first class, for example, 
may be, on the average, only twelve years of age, while in an- 
other, those of the corresponding class may be fourteen years 
old ; and it would obviously be both inconsistent and injurious 
to assign the same studies, or expect an equal degree of ad- 
advancement from both. 

Your Committee are, however, led to believe that the Princi- 
pals of the Grammar Schools do not discriminate sufficiently as 
to the age and capacity of the pupils, but, from the impression 
above referred to, urge them over the whole course with a haste 
which interferes seriously with their proper mental and physical 
development. 

Those who do not urge, as an excuse for this disregard of 
sound principles of education, any positive requirements of the 
Board, plead the force of circumstances as their justification, al- 
leging that any inferiority of grade in their classes leads to a loss 
of standing with the local School Officers as well as with the 
parents of the pupils, the latter resulting in a diminished attend- 
ance, and that thus the maintenance of their schools depends 
upon the cramming and overtasking of their pupils. 

This evil has frequently been brought to the attention of the 
Board, which has endeavored to guard against it by appropriate 
legislation. Promotions from grade to grade have been strictly 
prohibited, unless preceded by a thorough review of the 
studies passed through by the pupil, and unless all the studies of 
the lower grade were completed. This by-law is still in force, 
and the Committee would suggest that a remedy for the 
above described is to be found in a more strict enforcement of 
this provision of the law. Careful investigation should be made 
into the manner in which pupils are promoted to the higher 
grades, and all violations of the rule reported to the Board 
should receive its prompt attention. 

The excuse that parents demand that this injury should be 
done to their children, your Committee do not deem a valid 
one ; since it cannot be expected that our great system of 
popular education can be properly carried on by acceding, in 
all cases, to the wishes of parents, and certainly not when they 
come in conilict with sound and judicious rules— rules the 
violation of which results in an entire perversion of all the 
wholesome agencies brought to bear upon the education of the 
child. Every effort, on the other hand, should be made to en- 
lighten these parents as to the true interests of their children, 



123 

and to induce them to yield their willing assent to the salutary 
restrictions imposed by the Board. Where this cannot be done, 
it is very much to be regretted that our system should be found 
so deficient in uniformity of administration, that the firm and 
wholesome practice of one school should be neutralized by weak 
and improper compliance in another. The vigor and efficiency 
of the system depend so much upon this unity of policy and uni- 
formity of operation, that its agents of every class should be 
carefully admonished as to the proper discharge of their duties, 
and a thorough concert of action "arranged and agreed upon by 
the local Boards of School Officers. At present, it is very much 
to be feared that, in the competition for an increased attendance 
of pupils, very injudicious practices are often permitted, and 
some of the most necessary rules of the Board disregarded." 

Since the date of this Report rules have been made, and parti- 
cularly in connection with the present Course of Study, designed 
to check this reckless manner of making promotions, with the 
view of keeping up the show of a high grade, in spite of circum- 
stances which render it absolutely impossible ; and, sir, the ve- 
hemence with which this Course of Study has been attacked by 
some Principals, leads me to believe that this " forcing process" 
must be effectually checked by that Course and the regula- 
tions connected with it. Almost every Eeport that has ema- 
nated from our Department, every recommendation made for 
a modification of the Course of Study, or the passage of by-laws 
to enforce it, goes to show that our observations had detected 
this evil, and that we were desirous to put a stop to it. The 
history of the Course of Study and its modifications for nearly 
ten years, as I will hereafter show, proves that the cure of this 
evil was the great end and aim of these changes, and forcibly 
illustrates how hard it has been to effectuate this desirable 
result. 

Excessive home-tasks are the necessary consequence of injudi- 
cious and hurried promotions. The assistant teachers, urged by 
the Principals to accomplish in a few months a\ hat, according to 
the rules of the Board, should require a year or more, are com- 
pelled to assign lessons of inordinate length, which prove espe- 
cially burdensome to such pupils as are below the average grade 
of the class, or are somewhat inferior in intellectual capacity. 

This subject of excessive home-tasks also received the atten- 



124 

tion of the Committee of 1S64 ; and in the Report already quoted 
they thus speak of it : 

" It has been shown, by evidence presented to your Com- 
mittee, that the lessons assigned for home-study are often exces- 
sive, both in number and length ; and that thus the pupils are 
compelled to perform an amount of study so great as to over- 
task their mental energies, and to deprive them of the time 
needed for physical exercise and recreation. This evil seems 
to exist principally in the Female Grammar Schools, and more 
especially in the higher classes of the same. According to the 
reports submitted by the Principals of some of these schools, it 
appears that pupils are required to prepare eleven or twelve les- 
sons daily, involving an amount of study which certainly could 
not be performed in less than five or six hours, and even then 
must be very imperfectly accomplished ; and that where the les- 
sons assigned are less in number, they are often so long and 
difficult that the pupils are obliged to devote the same excessive 
amount of time to their preparation. 

Your Committee have found nothing in the requisitions of 
the Board which renders it necessary to impose these severe 
mental burdens upon the pupils, and can only account for this 
practice on the supposition that an unhealthy and unwise com- 
petition exists among the schools with reference to mere grade, 
and irrespective of what truly constitutes sound educational 
advancement. The examining officers demand, it is true, that 
pupils, when presented as of a particular grade, shall show an 
intelligent acquaintance and a thorough familiarity with the 
subjects prescribed for that grade ; but, as your Committee have 
been informed, and as appears by the printed circulars of the 
City Superintendent, the time for the completion of each grade, 
and more especially of the higher grades, has been invariably 
left to the judgment and decision of the Principal of the 
school.* * * * " 

* * * * u The practice of transferring the legitimate work of 
the class-room to the home of the pupil, and thus imposing upon 
parents a labor which it is the particular duty of the teacher to 
perform, requires, as it has often received, the severe reprehen- 
sion of the Board. The By-Laws require that every lesson shall 
be carefully taught or explained to the pupils, the home work 
being a review of what has been thus taught or the preparation of 
exercise designed to impress it more deeply upon the pupil's mind. 
Where, however, a large number of lessons are assigned, the teach- 
er's work necessarily degenerates into the mere hearing of recita- 
tions, no time being spared for instruction, which the pupils 
must either dispense with or depend for it upon their parents or 
others at home. The preference for hearing recitations to actual 



125 

instruction appears, in some cases, to be most remarkable. Les- 
sons are sometimes assigned, even in mental arithmetic — a 
branch the sole value of which consists in its spontaneity, so to 
speak, as a mental exercise ; and which, when conned over at 
home and recited from memory to teacher, becomes not only 
useless, but absurd." 

When the manner in which promotions are made in the 
schools is considered, (and the general testimony of the assist- 
ants presented at the last meeting of the Committee proves that 
it is sometimes inconsiderate and improper to the last degree,) 
the cause of all the difficulties complained of becomes apparent. 
In order that this, as well as all other matters pertaining to the 
general management of the schools, should be carefully and faith- 
fully attended to, the Principals have, with very few exceptions, 
been released from all other duties; and yet 1 am occasionally 
informed by assistants that the classes are never examined for 
promotion, but placed into higher grades upon the mere pre- 
sumption that they are properly prepared, and, according to the 
testimony presented to you at the previous meeting, sometimes 
against the earnest protest of the teacher who is to take charge 
of the class. You have been also told that pupils of different 
grades, or divisions of a grade, are mingled together, thus form- 
ing a confused mass, which the teacher is required, within a 
stated period, to bring into a uniform grade, and that often far 
in advance of what should be expected. Thus, in very many 
schools, boys have been carried over the first grade of the Gram- 
mar School Course and the second of the Supplementary Course 
between September of one year and July of the next — whereas, 
by the present regulations, this should occupy two years. No 
wonder, then, that pupils prepared in this superficial way often 
disgrace the schools by the deficiency which they exhibit at the 
examinations for admissions into the College. I must say, I have 
been greatly astonished at the vehemence with which the present 
first grade has been assailed, requiring, as it does, a year's study, 
when I know that twice the amount of work prescribed for that 
grade has very generally and voluntarily been attempted by 
teachers — on the principle, I suppose, which was quoted by one 
of the lady representatives at the last meeting — " better fail in a 
high grade than succeed in a low one." 



123 

Where the Principal lays it down as indispensable that there 
must be in his or her school a certain number of classes in tho 
Supplementary Grade, a certain number in the First Grade, an<l 
so on, and that there shall not be, under whatever circum- 
stances, any of the lowest grade, there must be excessive burdei s 
to be borne by both teachers and pupils — and the former at- 
tempting an almost impossible task, must naturally "fear" tli3 
Superintendents, whose duty it is to see that the work is dor.e 
thoroughly and properly — that what has been attempted his 
been successfully performed. But, Sir, the dreaded 7-i per cen;. 
is not the only "terror" for teachers in such a case; this they 
might justify by a simple statement of the facts — but by dohg 
so they would incur the displeasure. of their Principals, and tlis 
is no light matter, in some instances, as I have had the means >f 
knowing. It is gratifying to witness the Principals of schoo.s 
acting and speaking here as the generous champions of their op- 
pressed subordinates ; but it would be still more gratifying o 
know that their rule at home, in their own schools, had alwas 
similar characteristics of kindness and sympathy. That this a 
very generally so I cheerfully testify — but there appears in cer 
tain schools so intense an atmosphere of terror, produced by the 
iron rule of the Principal, that it is painful to examine the 
classes, and impossible to obtain from the teachers, except by the 
most minute interrogations, anything like a full statement ot 
the facts bearing on their classes and their work. So much for 
the " crushing weight " and the " fixed arrow " of the Superin- 
tendents' examinations and marks. 

The Assistants say that " the making of promotions into classes 
without sufficient regard to the fitness of the pupils, is a cause 
that makes the work of pupils and teachers too severe" There 
cannot be the least doubt that such a cause must produce the 
effects specified. The question arises, does this cause generally 
exist ? I answer, that as far as my observation has enabled me 
to know, I do not think that, at the present time, it is by any 
means general. The charge made by the assistants is altogether 
too sweeping. I was sorry to hear it brought in this general 
way. It is true, one of them concerned in this presentment, 
says, " These remarks are not intended for a universal, it may 
not be a general, application. Where they fit they will strike 



127 

home, and it may be that their object may be detected in the 
flutter they may create" Now, as I observed, no "flutter," 
either general or individual, I cannot believe this terrible re- 
buke is widely applicable ; and perhaps the " object " designed 
to be " struck home " might not have been much hurt after all. 
There is no doubt that in some cases the " reckless rule of am- 
bition ? ' will have paramount control, instead of being kept in 
subservience to conscience and right ; but from this, as a general 
imputation, I feel it my duty to defend those who have the man- 
agement of the schools. They are zealous, sometimes, indeed, 
excessively so ; they naturally desire to keep up their reputa- 
tion, and that of their schools; and far be it from any of us to 
desire the extinction of laudable ambition, and substitute that 
sluggish indifference in which all might repose upon beds of 
down, unawakened by a single care or anxiety. The Principals 
have troubles of their own ; their task is a peculiarly difficult 
one, and more especially in regard to this matter of classification. 
It must, to some extent, be imperfect ; and where it is forced , 
my observation has generally convinced me that the assistants 
were almost always participes criminis. Sir, in my humble 
opinion, this investigation, dealing as it has with vague and gen- 
eral charges, instead of specific facts, has done great injustice, 
and has, I am afraid, created an entirely false impression as to 
the general management of the schools. There are inefficient 
and injudicious Principals, and there are ill-trained, indolent, 
apathetic assistants — teachers who would do nothing with- 
out some powerful incentive, very different from the mere wish 
conscientiously to discharge their duties. These naturally feel, 
with the greatest concern, the requisitions of the Superintendents 
and Principals; and sometimes to save themselves from censure, 
or to rescue themselves from deserved mediocrity, hold out the 
idea that there is a " conflict " between the Superintendents and 
Principals as to these requirements, when the truth is, sometimes 
the conflict exists only in their own minds between the much 
they ought to do and the little they would like to have to do. 
And with such teachers it is always the case, that the pupils 
who fail are invariably the best scholars, and vice versa ; and 
should any happen to be absent on the day of examination, they 
are the most brilliant in the class, and, had they been present, 



128 

would have added ten or fifteen per cent, to the average result 
of the examination. 

Now, it would be shocking to the intelligence of every one 
who has ever given ai^ attention to our system, to assert that 
these represent the great mass of the teachers in our schools, or 
to pronounce the Principals, as a body, inefficient or recklessly 
indiscreet. It is not so. A more faithful corps of teachers than 
ours, I am sure cannot be found; and notwithstanding the for- 
midable series of resolutions presented to you as emanating from 
this body, calling for every conceivable change — if abolition is 
change — I deny that this is the general sentiment of the teachers, 
and call for the proof : — Who attended these meetings? Who 
stayed away? By what vote were these resolutions passed? 
How far are these papers, so carefully drawn up, the mere state- 
ment of the writer's own opinions — sometimes, indeed, bolstered 
up by special and leading interrogatories, addressed to parties 
individually, in order to elicit statements, which, collectively, 
they had never thought of uttering ? Can a resolution passed at 
a meeting of fifty teachers, by a majority of two, rightly repre- 
sent the sentiments of three or four hundred teachers, some of 
whom never heard of the meeting? Let not then these state- 
ments, able and plausible as some of them are, be considered 
the utterance of the general voice, but let them receive such at- 
tention, and have such weight, as their own intrinsic importance 
may warrant, and no more. 

.Now, Sir, let me briefly recapitulate the points of objection 
made by the different classes of teachers who have appeared be- 
fore you : 1. They have too much work — (a very general com- 
plaint.) 2. The Course of Study is defective, being indefinite 
and oppressive in its requirements, especially as to reviews. 
3. The Superintendents' examinations and numerical record of 
results are productive of annoyance and unnecessary anxiety, 
and particularly in holding teachers responsible for the work of 
preceding grades. And 4. (On the part of the assistants,) the ad- 
missions and promotions are carelessly or injudiciously made. 

This last cause of complaint I have already examined ; and it 
will be at once apparent that if this is as alleged, the system is 
not responsible for it, since it has provided rules to prevent it; 
and since it is only by the violation of these rules, on the part 



129 

of those who administer the internal affairs of the schools, that 
this evil can exist. 

The complaint on the part of the Principals, that the teachers 
are overworked, is easily disposed of. It may be justly said to 
them, do as the regulations of the Board provide : remove the 
burdens you yourselves have imposed upon your subordinates ; 
be not so eager for a high grade — so desirous to have a supple- 
mentary class, or a crowd of pupils prepared for the Introductory 
Class of the College, or for the reputation of being able, and ex- 
clusively able, to prepare boys for the Freshman Class of the 
College. Give your subordinates a more liberal allowance of 
time for the work you assign them. The rule gives you un- 
limited authority in this respect ; if one year is not enough you 
may take more, provided you do not weakly comply with the 
exactions of unreasonable and unthinking parents, or as weakly 
succumb to circumstances which your duty imperatively requires 
that you should control. Answer not, as some of you have 
answered, " We cannot keep our scholars ! " as if that were a 
proper reason for continuing the " unhealthful strain " against 
which you inveigh. If your pupils must leave you previous to 
the completion of the entire course, let them, at least, leave with 
some solid and permanent acquisitions, and with their bodily 
constitutions unimpaired by your unwise conduct. Is a " gradu- 
ating diploma " an equivalent for the wreck of body and mind ? 
And when you look around you and see these unhappy victims 
of this " unhealthful strain," will it satisfy your conscience to 
reflect that you, at least, saved your " Graduating Class ? " Sir, 
the system cannot be held responsible for this abuse ; it has 
successively legislated to prevent it, and it only requires a ju- 
dicious and exact obedience to existing provisions of law to ren- 
der its existence utterly impossible. I cannot refrain from ex- 
pressing my surprise that, under these circumstances, this com- 
plaint should have emanated from such a source. It cannot be 
said that the Superintendents have encouraged this haste, for 
their uniform policy has been never to exact any specific amount 
of progress in a given time, knowing, as they do, that this must 
greatly vary with circumstances, which only those intimately 
acquainted with the pupils can understand. Hence the classes 
have never been examined beyond the limit fixed by their own 
9 



130 

teachers ; and in the case of the First Grade and Supplementary 

Classes, the time for examination lias invariably been assigned by 
the Principals themselves — the Superintendents only going to 
examine for promotion and graduation when they are asked to 
do so, and sometimes only after a very urgent application. At 
my special recommendation, some of the graduating classes this 
season have postponed their examination until the autumn, in 
order to give the pupils additional time. The theory is, that 
classes should always be ready for incidental inspection, but for 
promotion and graduation only when their teachers are willing 
to present them as properly prepared. Of course, if there were 
negligence or inefficiency in thus preparing them, it would be 
discovered and corrected by the incidental inspection. 

The complaint on the part of the assistants that they are over- 
worked, is based upon — 1. The unreasonable demands of the 
Principals ; and 2. The excessive requirements of the Course of 
Study. The first of these has been already examined ; the 
second I now proceed to consider. Before doing so, it will be 
proper briefly to review the history of the successive Courses of 
Study prescribed for these schools. 

Under the Public School Society, the Course, at first, provided 
for nothing more than reading, writing, and arithmetic ; subse- 
quently, geography was introduced, then grammar, and after- 
wards astronomy, history, geometry, trigonometry, bookkeeping, 
&c. In the Ward Schools, under the charge of the Board of 
Education, as first constituted, until the consolidation of the two 
classes of schools was effected, the Course prescribed the study of 
specific text-books, and defined the number of pages of each to 
be learned in the'several grades. The first Course, prescribed in 
1853 for all the schools, contained the following requirements 
for five classes : 



I 



131 



COUKSE OF STUDY— No. 1. 
Adopted oy Board of Education in 1853. 

N. B. — The Dash indicates the continuance of the study in the subsequent Grades. 





5th Class. 


4th Class. 


3d Class. 


2d Class. 


1st Class. 


1 


Beading. 

















2 


Spelling. 


















' 3 
4 
5 


Definitions. 
Arithmetic. 
Geography. 




































6 


Astronomy. 


















7 


Grammar. 

8 










History U. S. 
















9 
10 


Natural Philos'y- 
" History. 


























11 


Mineralogy. 


Geometry. 








12 


Chemistry. 


Book-keeping. 








13 


Geology. 


General History. 








14 


Physiology. 














15 


Algebra. 
















16 


Constitution U. S. 



Here we see that grammar as well as astronomy was com- 
menced in the next to the lowest class, and that the second 
class was required to pursue fifteen branches of study, and the 
first, sixteen. This Course was abolished in 1859, and the 
following seven grades adopted in its place : 



132 







COURSE OF STUDY— No. 


2. 






Adopted 1859. 




Tth Grade. 


6th Grade. 


6th Grade. 


4th Grade. 


3d Grade. 


2d Grade. 


1st Grade. 


1 


Reading. 
Spelling. 







































8 


Definitions. 
Arithmetic. 
Geography. 





































Omitted. 
















6 


Grammar. 

7 














History U. S. 























7 


Astronomy. 















S 
9 


Nat. Phil. 
Algebra. 





























9 


Book-keeping. 














10 


Cons'tionU.S. 














11 


Gen. History. 














12 


Chemistry. 














13 


Physiology. 














14 


Nat. Phil. 



This Course, it will at once be perceived, was much more 
reasonable in its requirements than its predecessor, and would 
have worked well, but for the determination of every school, in 
whatever circumstances, and whatever the age of the pupils, to 
have a First Grade ; and there being no limitation with respect 
to time, as at present, it was found practically impossible to 
prevent the overtasking of the pupils, some of whom, although 
under thirteen years of age, I often found pursuing all the 
advanced studies prescribed for the highest grade, which it was 
originally designed should only be undertaken by a very few 
schools, so situated as to be able to keep their scholars long 
enough to do this properly. This design however was thwarted, 
as I have said, by the fear, on the part of the teachers, that 
they would be considered, by some one, second-rate teachers, 
and their schools second-rate schools. 



133 



To remedy this evil, and to enable every school to have a First 
Grade, I recommended the plan of a Supplementary Course, 
in which all the advanced subjects might be taught, as a sub- 
stitute for the prescribed First Grade, thus practically reducing 
the requirements of the Course one degree. This proposition 
was adopted in 1863, and the Course was then as follows : 



COURSE OF STUDY— No. 3, 



Adopted 1863. 





6th Grade. 


5th Grade. 


4th Grade. 


3d Grade. 


2d Grade. 


1st Grade. 


Supplementary 


1 


Reading. 

Spelling. 

Definitions. 

Arithmetic. 

Geography. 

















?, 










ft 






4 














5 












Omitted. 




6 


Grammar. 
7 


History U. S. 
8 
9 




with 

Composition. 






Omitted. 




Etymology. 
Algebra. 
10 








j Astronomy or 
\ Book-keeping, 

9 

10 

11 

12 


j- Astronomy. 
Geometry. 
Nat. Phil. 
Gen. History. 
Rhetoric. 



The Committee of 1864, finding that many of the teachers 
required all' of the studies of the Supplementary Course to be 
pursued simultaneously, and thus overtasked the pupils, recom- 
mended the division of this course into two grades, and pre- 
scribed a period of at least one year for the completion of each. 
In 1S66, the Course was modified so as to relieve the pupils of 
the Female Grammar Schools from some of the mathematical 
requirements. It then stood as follows : 



134 
COURSE OF STUDY— No. 4. 
Adopted 1866. 





6th Grade. 


5th Grade. 


4th Grade. 


3d Grade. 


2d Grade. 


1st Grade. 


1 

2 
3 
4 
5 


Reading. 

Spelling. 

Definitions. 

Arithmetic. 

Geography. 





With Etymology. 



























6 








Grammar. 

7 










History U. S. 
8 
9 




Physical Geog. 




Etymology. 

Alg. (for Boys.) 

10 

11 

12 










Astronomy. 

Cons. U. S.— 

(Boys.) 
Book-keeping. 



The Supplementary Course, prescribed in connection with this 
Course, remained as before, excepting that there was also pre- 
scribed a special Supplementary Course for the Male Grammar 
Schools. This Course, with the view to simplify and lighten 
still more the requirements, was farther modified at the close of 
last year, and the amended Course is that at present in operation. 
It may be represented as follows : 



135 

COUESE OF STUDY— No. 5. 

Adopted Dec. 1867. 





7th Grade, 
Half Year. 


6th Grade, 
Half Tear. 


5th Grade, 
Half Year. 


4th Grade, 
Half Year. 


3d Grade, 
Half Year. 


2d Grade, 
Half Year. 


1st Grade, 
One Year. 




Reading. 

SpeUing. 

Definitions. 

Arithmetic. 

Geography. 












E 















with 

Etymology. 

Grammar, 
(Oral.) 
























(with 

book.) 
History U. S. 

8 


Etymology. 
9 


with 

Phys. Geog. 




6 




7 


with 

Composition. 

Astronomy. 



ISpr' In addition to the above, Oral Lessons on " Common 
Things " and " Familiar Science " are prescribed for each grade. 

SUPPLEMENTARY COUESE. 



FOR MALES. 


FOR FEMALES. 




2d Grade— 1 Year. 


1st Grade- 1 Year. 




2d Grade— 1 Year. 


1st Grade— 1 Year. 


1 


Reading. 


Grammar. 


1 


Arithmetic. 


Grammar. 


2 


Spelling. 


Astronomy. 


2 


Grammar. 


Astronomy. 


3 


Definit'ns & Etym'gy. 


Algebra. 


3 


Astronomy. 


Modern History. 


4 


Arithmetic. 


Book-keeping. 


4 


Ancient History. 


Algebra. 


5 


Geography. 


Geometry. 


5 


Algebra. 


Geometry. 


6 


Grammar. 


Natural Philosophy. 


6 


Geometry. 


Natural Philosophy. 


7 


History U. S. 


Chemistry. 


7 


Natural Philosophy. 


Rhetoric. 


8 


Astronomy. 


Science of Gov'ment. 


8 


Physiology. 


English Literature. 


9 


Constitution U. S. 










10 


Algebra. 










11 


Book-keeping. 











136 

The slightest examination will convince any one that this 
Course is more moderate in its requirements than any that pre- 
ceded it, and that, in defining the minimum of time which 
shall be spent in completing each grade, it guards effectually 
the pupils from the injurious effects of undue haste. I cannot 
conceive that anything more is practicable in this direction. 
New studies can only be introduced one at a time, and at inter- 
vals of at least one year ; and no pupil is allowed to pass from 
the lower Course to the Supplementary Course at a younger age 
than thirteen. My own conviction has been that, if any error 
at all has been committed, it is in excessive restrictions upon the 
discretionary authority of the Principals ; but in view of what 
has been stated to this Committee, whether it is wise to enlarge 
this authority at present, might admit of question. 

Another and very important feature of this Course is, that it 
prescribes " oral instruction" for each grade, with the view to 
relieve the pupils, to some extent, of the burden of home study, 
and to make it the duty of the teacher to cultivate the intelli- 
gence of the pupils, by imparting general information, and in a 
manner different from the ordinary hum-drum of recitation from 
the text-books. The requirement is novel, and I am free to say, 
Avill impose some additional labor upon the teachers, and neces- 
sitate study out of school hours on their part. They will be 
obliged to investigate the subjects to be taught, and to premedi- 
tate carefully the best methods of presenting them ; but, Sir, 
this will be a blessing rather than a bane to them ; since it 
will prove a most wholesome and necessary spur to mental im- 
provement, the need of which all of us occasionally feel. It is, 
however, natural that they should prefer to dispense with it ; 
and if the Course had been arranged exclusively in their inter- 
est, this requisition would assuredly not have been inserted ; but 
those who prepared this Course, looked to the interests of the 
pupils and the advancement of the general system of education 
in this city, as matters of paramount importance ; and while 
they had no wish to invade vested rights, they probably felt 
that a wholesome reform having been resolved on, willing 
agents to carry it out would eventually be found. 

]STow, Sir, let us consider the various points of objection to this 
Course. The first is, " it is indefinite." It makes use of the 



137 

word " outlines" occasionally ; and all the concentrated wisdom 
of our learned Principals and their intelligent assistants does not 
avail to unravel the intricacy, and clear up the mysterious ob- 
scurity that attach to that most remarkable word. Why, Sir, 
previous to this discussion I had no conception of the depth of 
significance which can be attributed to this term. I find, on 
looking over the Course, that it occurs only in connection with 
such subjects as geography and history — subjects of so vast an 
extent, that to prescribe an exhaustive study of them in all 
their details, and without the least qualification, would not only 
be oppressive, but absurd. 

Yet, this had previously been done, and it was partly to cor- 
rect this absurdity that the word " outlines" was used ; but 
principally to relieve teachers of the responsibility, which pre- 
viously they had suffered under, of teaching all the minutiae of 
these subjects. 

The use of this word was suggested in many parts of the 
Course by your able and most estimable associate of last year, 
S. "W". Koosevelt, Esq., then the Chairman of the Committee on 
Course of Studies, who, as we all know, was peculiarly the 
friend of the teachers, as well as of the schools, and anxiously 
desirous that the labors and anxieties of the former should be 
reduced to the lowest point consistent with their thorough effi 
ciency. I can imagine the peculiar smile -which his genial face 
would assume to hear this singular onslaught on so innocent 
and so well-meaning a word. And practically, this objection is 
utterly frivolous. In the intelligent and concientious discharge 
of their duties, the teachers have as good a right to their idea 
of outlines, as the Superintendent who may examine their 
classes has to his ; and if they should disagree in reference to 
some particular "feature of the sketch," it would be simply op- 
pression on the part of the examiners to pronounce the teacher's 
labors inefficient on that account. Had this policy been pur- 
sued, Sir, do you think that the Superintendents could have sus- 
tained their reputation for fairness, or have retained the confi- 
dence of any considerable number of those whose labors they are 
required to inspect ? I believe it to be eminently desirable that 
the Course of Study should in a proper sense be definite. The 
present Course is in no respect less so than any that preceded it ; 



13S 

for can it be considered less definite to prescribe " outlines of 
geography," than simply "geography," without any qualifica- 
tion % It is also quite as definite as that prescribed in any of the 
cities of the Union, except where look and page are prescribed, 
as in Boston and some other places. To the latter plan, there 
are very many objections ; and it has always been considered by 
those who have inspected our system, a great excellence, that 
our course prescribed subjects, not hooks, leaving for the intelli- 
gence of the teacher a scope and freedom, of which, I am sorry 
to see, some of them wish to be deprived. The delegation from 
Boston that visited our city in April, 1SG6, and which consisted 
of gentlemen of the highest intelligence and culture, and of 
long experience in educational matters, thus speak of this fea- 
ture of our system : — 

" Bat the most important feature in the New York schools 
is that the course of instruction is indicated by the subjects of 
study, and not by text-boohs. There is no uniformity of text- 
books. The Local Committee, the Trustees in each "Ward, order 
the use of such as they may select from the list permitted by 
the Board of Education; and they are sometimes similar and 
sometimes different in different schools. But the Board of Ed- 
ucation determine the subjects that shall be pursued by the dif- 
ferent grades, and these are uniform in all the grades and in all 
the schools ; and as the programme of instruction and study is 
thus indicated by subjects, the examination is by subjects, and 
not by text-books, and is conducted by experts — by the Super- 
intendent and his assistants — that is by persons who are masters 
of the subject, and care nothing about particular text-books. In 
Boston, we indicate the studies by the text-bocks which we 
adopt and order to be used, and they are the same in all the 
schools of the same grade; and the quarterly examinations, 
made by members of a committee chosen from the different 
walks of life, daily engaged in their individual occupations, and 
seldom experts or masters in any particular study, are conducted 
by text-books, because commonly the Committee can only thus 
examine. One effect of this is that the master, the teacher, 
knowing that the examination of his or her pupils will be in 
and by the particular text-book ordered, is necessarily tempted 
to a very thorough memoriter drill in the text-book, and aims 
first to make the scholar master of what the text-book teaches, 
and in the form in which it is there taught ; and thus much 
time is wasted in learning some things that are not important, 
or in learning others in a particular form and to express them 
in that form, and thus there is little opportunity for broad, gen- 



139 

eral instruction, that shall tend to lead the pupil to a clear com- 
prehension and understanding of the whole subject taught, with 
power to express what he knows about it in his own way, in forms 
independent to any particular text-book. The New York 
teacher, on the other hand, knowing that his pupils are to be 
examined, not by or in any particular text-book which he uses, 
but in the general subject of that text-book, and that they will 
be expected to know all about it up to the point which the 
pupils of that grade should reach at the time of the examination, 
has no inducement to confine himself too closely to the text- 
book, or to make its particular forms the mode and limit of his 
instruction. On the contrary, the text-book becomes only a 
help, hardly a guide, and nothing of a restraint or boundary, 
but through that and a large amount of oral instruction and 
conversation, the teachers aim to give the pupils a broad, general 
comprehension of the subject, so that they may understand and 
be able to answer questions on that subject, in whatever form 
they are put. Indeed the New York system seems to offer the 
opportunity and to require a large amount of oral, conversational 
instruction, so much so, that it is somewhat difficult to perceive 
when the lessons are learned, save as they are learned at and 
through the recitation, and in conversation with the teacher. 
* * * The two features which have just been considered — the 
programme of instruction indicated by subjects and not hy text- 
looks, and the consequent examination by the Superintendent, 
in subjects and not in text-books, seem to be giving to the 
New York schools a remarkable degree of uniformity, and a 
steady progress in each school." 

But this very feature of excellence, here characterized as the 
most important, some of the teachers desire to have obliterated, 
and a mere routine of lists of places in geography and particular 
words for spelling substituted in its place. (See Statement of 
Thos. Hunter, page 26.) I must say I feel mortified that such 
a proposition should have emanated from so respectable a source. 

Every Course of Study that does not prescribe particular books 
must be more or less indefinite, and, in my opinion, this indefi- 
niteness is a merit, not a fault. I am opposed to making a 
" cast-iron rule " for the teachers — to laying down a narrow 
groove and compelling them forever to move backward and for- 
ward in that groove. This would indeed be " like a door on its 
hinges — constant motion, but no progress." Not that it is un- 
desirable to have an understanding with regard to certain points, 
between the teachers, who do the work, and the Superintend- 



140 



ents, who are to examine it. The more extended observation 
and experience of the latter may be applied to very good pur- 
pose in making practical suggestions to the teachers as to topics 
and methods ; and this is done every Saturday at the Normal 
School, to the extent permitted by the time ; and I am glad to 
say there are but few teachers who have not availed themselves 
of this opportunity for counsel and instruction ; the average 
attendance of that school, since September, having been nearly 
seven hundred. Yery many, however, have kept away ; and I 
am not surprised to find that some of those who have been 
loudest in their denunciations of the Course of Study are rarely 
or never seen in the school. In view of this fact, and of the 
importance o± communicating such suggestions to all classes of 
teachers, the Board of Education provided, by resolution, that a 
Manual of Suggestions should be prepared, to accompany the 
Course ; and such Manual has been in process of preparation 
since the adoption of the Course in December last. 

The second objection is what has been styled " interminable 
reviews," but after having examined the Course of Study with 
regard to this point, I cannot but think there has been some 
very strange misconception as to its requirements in this respect. 
The only reviews enjoined are as follows : Grade 7 — Punctua- 
tion, Roman Numbers, and Tables ; Grades G and 5 — Federal 
Money and Tables ; Grade 4 — Geography, occasionally ; Grade 
3 — Mental Arithmetic ; Grade 2 — The Metric System ; Grade 
1 — Geography. In the Supplementary Course, for females, 
Arithmetic, in Gradi 2 ; for males, Geography, History, and 
Arithmetic, in Grade 2. "Whatever other reviews are required, 
must be necessitated by imperfect instruction, or other causes ; 
they are certainly not laid down in the Course of Study. § SS of 
the Manual, however, prescribes " that every examination for 
promotion to a higher grade shall be preceded by a thorough 
review of all the studies pursued in the grade from which said 
promotion is to be made ;" and § 90, that " on the last Friday 
of each month there shall be in every class of each course a re- 
view in outline of all the studies of the previous month, at 
which review all text books shall be laid aside by teachers and 
pupils." 

Now, it appears to me that no intelligent and disinterested 



141 

person can doubt the propriety and importance of these 
two provisions, the careful observance of which must ren- 
der subsequent reviews, except to a very limited extent, 
unnecessary. Where pupils, on the contrary, are promoted 
hastily and without this preparation and review, I can very 
well understand that thereafter " interminable reviews" would 
be indispensable. In my Eeport of 1857, 1 thus referred to this 
as, at the time, a prominent defect in the administration of the 
system : " Scholars often appear to have been promoted to sup- 
ply vacant places in the next higher class rather than to pursue 
a more advanced course of study after thorough preparation in 
that which preceded it. "Festina lente" is the appropriate 
motto for the teacher in this respect. There is nothing that 
requires greater care and scrutiny than the classification and 
promotion of the scholars. If advanced too rapidly, they inevi- 
tably become discouraged, and have their future progress very 
much impeded, becoming indolent and careless from the unsatis- 
factory results of their exertions. Every step taken should be 
firmly secured before another is attempted. The pupil should 
not be permitted to pass to a higher grade in any branch of 
study, unless the more elementary ones have been fully mas- 
tered. Knowledge acquired under any other system must be 
ill digested and badly arranged in the mind, and must entirely 
fail in producing the desired impression upon the intellectual 
character. It is, moreover, unjust to the other members of a 
class to intermingle among them a number of raw recruits, as it 
were, and thus render it necessary for the teacher to have those 
rudiments rehearsed, again and again, by the whole, which 
perhaps to the majority are entirely familiar. Reviews are in- 
dispensably requisite ; but there is nothing more discouraging to 
a pupil than to be constantly turned back in the study of a sub- 
ject, when he begins to be sensible of his progress and to feel an 
interest in it. * * * Every observing teacher will not fail to 
perceive that, however necessary periodical reviews may be, 
their frequency is to be avoided by making the progress of the 
pupil sure at every step, by allowing no lesson to be passed that 
is not thoroughly learned, and by substituting for them a constant 
drilling, questioning, and explaining, independent of the text- 
book, in connection with recitations from it." The tact is, that 



142 

judicious review is, perhaps, the most important agency employed 
by the teacher ; since it is only by means of it that the acquisi- 
tions of the pupils are to be rendered solid and enduring. It 
must not be forgotten that the schools are elementary, not high 
schools, and that all that is taught constitutes only a founda- 
tion for future acquisitions. By no means can we justly consider 
any part as a " scaffolding" to be removed ; since there is 
nothing taught, which it is not important that the pupil should 
remember, at any rate, in all its essential particulars. Hence, the 
monthly reviews required by § 90 are to be reviews " in out- 
line" — of course omitting such minute particulars as the pupil 
could not be expected to remember permanently. It is proper 
also to advert to the fact, that whereas the rule formerly required 
weekly reviews, the present rule, adopted last December, requires 
only monthly reviews; why, therefore, the reviews should be 
so great a stumbling-block, I cannot precisely understand. Mr. 
Chairman, to do as some of the Principals and their subordinates 
ask you to do, would be to destroy the efficiency and thorough- 
ness of our educational system. I should write upon it "Icha- 
bod," for its fate would be sealed, and its glory really departed. 
When you prescribe that geography, history, &c, shall be taught 
in the schools, do you mean that pupils shall pass from them, 
knowing only the last section or chapter of the book they have 
studied, while they are utterly oblivious of the rest V Would it 
be a fitting apology for essential ignorance in any of these sub- 
jects, on the part of a pupil, that what he was required to 
know was in the first part of the book, which he had forgotten 
while learning the last ? If you had employed a teacher to 
instruct your son or daughter in any branch of knowledge, 
would you be satisfied with such a statement ; or would you not 
rather say, " Sir, I employed } t ou to teach my son geography, 
not a fragment of it ; and if, while teaching him that London is 
the capital of England, you have allowed him to forget that 
Washington is the capital of the United States, I shall look out 
for a more thorough and more sensible preceptor ?" 

But it seems the Superintendents are not to be allowed to 
examine any class in a grade preceding that in which they may 
happen to find it. This is the very modest proposition of cer- 
tain of the Principals; and I have no doubt that, to some, it 



143 

would be a very great convenience ; particularly where the rule 
is, as to promotions, " They must go up, any how." The muz- 
zling of the Superintendents under such circumstances would, I 
conceive, be quite as great an accommodation as, according to 
the old fable of iEsop, the killing or the muzzling of the dogs 
was to the wolves. The Superintendents are your own chosen 
officers ; and whether, in view of the revelations already made 
here, you can afford to tie their hands, lest they may make their 
investigations too searching, I think I may safely leave to your 
candid consideration. 

But, Sir, the entire argument is based upon an utter perver- 
sion of the grades. They were designed for no such purpose ; 
but only to make certain divisions of the Course of Study, for 
convenience in designating the progress of classes. The Course 
prescribes an order of studies / and it _is absurd, in the last de- 
gree, to suppose that a pupil should advance in it any faster 
than is consistent with thorough and lasting acquirements. It 
is proper to say, however, that no reasonable examiner would 
expect the pupil to pass the same kind of examination in studies 
which he had discontinued for some time as it would be proper 
to exact in those which he had just completed. 

A third objection, and one that demands a very serious con- 
sideration, is that the requirements for simultaneous study are 
excessive, and overburden both teacher and pupils. This seems 
to lie exclusively against the first grade of the ordinary Course, 
and the Supplementary Course. I have already shown that the 
present Course of Study is the fifth adopted by the Board since 
1853, and that every one has been made lighter in its require- 
ments than that which preceded it. If, therefore, further modi- 
fications shall be found necessary in the same direction, I shall 
be found among the advocates of them. I feel myself as much 
interested in consummating a reform of this kind as any that 
have spoken here on the subject. Let, however, the necessity 
be clearly shown ; and let the present Course be tried sufficiently 
long to test its excellencies and defects. "With regard to the 
First Grade, I present the following reasons for believing that the 
arguments offered against it are fallacious or disingenuous : 

1. The effort has been made to magnify its requirements by 
representing that it comprises thirteen distinct studies ; whereas, 



144 

it, in fact, contains only nine, including reading, spelling, and 
definitions, which have, up to this point, been studied three 
years. Indeed, as I have shown, it prescribes only one new 
branch of study, namely, astronomy ; for physical geography, in 
its essential features, must have been taught, more or 1< 
through the course. There are, indeed, exercises in penman- 
ship, drawing, and composition, and oral lessons to be given ; 
but it is certainly disingenuous to count all these requirements 
a3 of equal rank, and to divide the aggregate of time by the 
sum total, so as to exhibit the amount of time that can be allot- 
ted to each. Some subjects need, perhaps, a lesson each day ; 
while for others, one per week would be sufficient. The argu- 
ment, Sir, is bad ; although the case might seem to be made 
out. 

2. Most teachers of this grade attempt, voluntarily, to do 
more than is prescribed, and generally wish to do it in less time 
than the Course now assigns. When the time was unlimited, 
the Yice-Principals or Assistants of Male Grammar Schools 
generally undertook to teach all the requirements of this grade, 
and the second Supplementary Grade, in less than one year ; but 
now, when they are compelled to take two years, they complain. 
At the same time, you will not fail to have noticed, that while 
complaining of the present number of studies as excessive, they 
ask for two additional ones, algebra and book-keeping, in order 
that they may prepare a few stragglers for admission into the 
College ; but, at the same time, with remarkable consistency, ask 
that the introductory class of the College be abolished. Sir, the 
teaching of algebra in this grade had, previous to its discontinu- 
ance, become a very great abuse. Little boys of eleven or twelve 
years of age were often found in the higher classes, who had been 
driven over the subject as far as quadratic equations, when they 
could scarcely write their own names, and certainly could not 
spell the simplest words with tolerable accuracy. Bat it is said, 
the smaller schools will suffer from not being able to prepare 
boys for the College. I do not think that this is so. I find, 
from the records of the College, that from 1S49 to 1S04, inclu- 
sive, the whole number of admissions to the College was 4,530 ; 
and of this number, 2,151, or 47£ per cent, were admitted from 
four schools— while twenty-one schools only sent 334, or about 7 



145 

per cent, of the whole. Whether so small a result as this would 
warrant the sacrifice ot any desirable restriction, may well be 
questioned. The existence of this restriction may, however, 
account for some of the opposition which has been made to this 
part of the Course. 

The objections to the Supplementary Course I believe to be 
sincere, and to have resulted from a misapprehension, arising, 
naturally, out of a change which it has been found necessary to 
make with regard to the examination of these classes. The 
multitude of duties devolving upon us has obliged us, this year, 
to discontinue the examination of the classes of the second grade 
for promotion, and to leave this work to the Principals of the 
schools, who are authorized by the rules of the Board to make 
these promotions ; hence, it has been supposed by some that the 
pupils would not be permitted to graduate without passing a 
minute examination in every part of the whole Course, as now 
prescribed. This, of course, we never dreamt of asking, or of 
deviating essentially from the usual requirements, which have 
only embraced eight studies, as my Report of last year (page 30) 
w T ill clearly show. This misapprehension I greatly regret, as it 
has been the means of placing us on the record, in connection 
with the Course of Study, as requiring sixteen branches for 
graduation, two of which are not mentioned in the Course at 
all. 

There is no doubt that the Supplementary Course is, at pre- 
sent, greatly burdensome to many of the schools, and that some 
provision should be made to abolish it, and transfer the pupils 
to a central institution, where they could be taught at less ex- 
pense, and with greater efficiency. In this connection, I beg 
leave to cite a brief passage from my Report of last year : 

" Another year's observation of this part of the system has 
deepened the impression previously formed, that the advanced 
course of instruction, while of great benefit to the immediate 
recipients of it, operates, in many respects, injuriously to the 
general interests of the schools. In many cases,.the greatest 
share of attention of the Principal and Vice-Principal is given 
to the laintenance and instruction of the supplementary class, 
which often contains barely enough pupils to admit of its legal 
continuance ; and thus the other classes do not receive the su- 
pervision to which they are entitled, and which they need, and 
10 



146 

are, moreover, crowded to overflowing, because promotions can- 
not be made previous to the graduation. The unwillingness of 
Principals to part with their advanced pupils, and often the re- 
luctance of the latter to leave schools with which they have 
been long connected, appear to render all means of removing 
this evil ineffectual, except the establishment of a central insti- 
tution of a higher grade, into which these advanced pupils may 
be promoted. As so large a number of them continue their 
studies witli the view to become teachers, the establishment of 
a Normal School would greatly relieve the schools in this re- 
spect, and free many earnest teachers, both Principals and As- 
sistants, from much anxiety and toil." 

And now, Sir, having noticed all the general objections to the 
Course of Study, I need say but very little with regard to those 
which have reference to particular subjects, such as Grammar, 
History, &c. I believe these are now arranged in the Course in 
the best possible manner ; and in that opinion I am confirmed 
by the uniform practice throughout the country. Of course 
very much depends upon the manner in which they are taught. 
If grammar is made so little subservient to any true object of 
practical usefulness, as to unfit the pupils to speak correct Eng- 
lish, it is simply disgraceful to the instructor, not to the subject ; 
and if, in any class or school, pupils can recite the rules of syn- 
tax, and yet will constantly use such language as " I ain't got 
no slate," it no more reflects upon the utility of the rules of 
syntax, than it would upon the usefulness of arithmetical rules, 
to find a pupil glibly repeating them, who could not do a sum 
in addition. To say that a pupil can pass through one of our 
schools — and that one considered by some to be the best in the 
city, and while going through the different grades lose the cor- 
rect habits of speech, with which he entered the school, so as to 
leave it rather corrupted than benefited by the instruction re- 
ceived, must be a gross exaggeration — and, indeed, is such an 
insult to our system, that it ought not to be permitted to pass 
without rebuke. And, moreover, if in any school the students 
of history are kept " memorizing mere words and figures — rat- 
tling only the dry bones" of the subject, it is time the Principal 
of that school reformed the practice, and introduced better 
methods of teaching. And this leads me to say, that defective 
methods, resulting from a deficient training of the teachers, are 
he fruitful source of most of the difficulties of which we have 



147 

to complain. It is this that aggravates the troubles of the 
teachers, by causing them to teach very much which a better in- 
formed judgment would convince them was unnecessary. The 
text-books are too often loaded down with useless details, which, 
from this want of correct judgment, are treated as of equal value 
with those great essential outlines that all should have thor- 
oughly fixed in their minds. 

I now pass to the third source of complaint, which is, that the 
Superintendents' examinations and numerical record of results 
are productive of annoyance and unnecessary anxiety. I do not 
know but that this ought to be considered a compliment to the 
Superintendents. One of the speakers has said there was a time 
when " the examinations were farces " — and the result of this 
he very graphically depicts by saying, " the teachers read novels 
and wrote poetry (such as it was), took it easy, and had a ' good 
time ' generally, gave their boys long examples in long division, 
while they pored over ' "Watson's Practice of Medicine,' or 
' Blackstone's Commentaries.' " That this is not the case now 
is generally acknowledged — and probably the wholesome fear of 
examinations may have some logical connection with the fact. 
I was not aware myself that things had ever been quite as bad 
as he has represented them, but, of course, he speaks of what he 
knows. 

A very intelligent and close observer of our system (Mr. Era- 
ser, of England) thus speaks, in his report to Parliament, of the 
examinations, as a feature of our system : 

" In New York city, the inspection and examination of the 
schools is very thorough. Each class, and each individual 
scholar in the class, was examined orally, marked and graded. 
I was present at some of these examinations. They evidently 
were regarded as serious matters, both by teachers and scholars ; 
and I have no doubt they help to keep all parties concerned in 
them up to their work." 

This is the testimony of a disinterested person, and having 
offered it, I shall pass from this part of the discussion, feeling 
that if my twelve years' work in examining the schools does not 
speak sufficiently for itself in the improvement manifestly 
effected in the system by means of it, it is of little use for me to 
attempt its vindication. 



148 

ISTor, Sir, do I feel at all disposed to speak in vindication of 
the " marking system," so called. A hard battle was fought 
over it some years ago, and I had thought a decision of the mat- 
ter at issue had been reached. I regret to find that some who 
were the most vigorous champions of this system then, are now 
disposed to array themselves on the other side. Let me only 
suggest that a system which, to use the words of him who now 
assails it, " elevated the schools, drove out incompetent and lazy 
teachers, and infused a new energy into all the departments," 
may not, even now, be altogether useless and unnecessary. I do 
not know that " at present the surgeon's knife is unnecessary." 
" Ulcers " sometimes break out afresh ; and, most assuredly, if 
grammar, history, composition, &c, are taught in some schools, 
as they are said to be, it behooves the Superintendents to 
sharpen up their most effective instruments, preparatory to a 
very severe operation. 

With reference to the privacy or publicity of the marks em- 
ployed to designate the results of the examinations, I would 
simply say, that these marks are the " official record," designed 
not at all for the teacher's information ; since whatever faults 
are developed in the examination are usually pointed out in 
another way. They have, however, been given to teachers, 
because they solicited this ; and certainly with no intention to 
harass or annoy them. It is indeed a convenience to us to with- 
hold the marks from them. If the Trustees, who have a right to 
a comparative record of the examinations, make an improper 
use of this information, we cannot, and need not, be responsible 
for this. The teachers have their remedy by appeal to the 
Board, who have most assuredly shown a fearless determination 
to protect the humblest teacher in the full enjoyment of every 
just right. Sir, we may well be proud of this feature of our 
system, namely, that not one atom of injustice can be done to 
Principals or Assistants, which may not be fully repaired, through 
agencies in control of the Board of Education. Let not then 
the meritorious be afraid of scrutiny into their conduct, or the 
record which is based upon this scrutiny. If this record U 
unjust, expose the particular injustice ; but assail not a system 
by means of which so much good has incontestably been accom 
plished. 



149 

And here, gentlemen, I close. I must apologize to you for 
trespassing so long upon your patience ; but the interest I feel 
in every point concerned in tins discusion is so great, that I 
could not be satisfied with a briefer exposition of what I have 
deemed important facts and important considerations ; and even 
now I am apprehensive, that from haste in putting these thoughts 
together, I may have omitted some points essential to a true and 
faithful presentment. But if so, I am confident that my col- 
league who is to succeed me in this discussion will fully supply 
the deficiency. 

The Committee then adjourned until Monday, the eighth day 
of June, 1868, at 4£ o'clock, P. M. 



150 



FOURTH SESSION. 

The Committee met pursuant to adjournment, on Monday, 
June 8th, 18G8, at half-past four o'clock in the afternoon. 
Present, Commissioners Merrill, (Chairman?) Dupignac, West, 
Hall, Warren, Neilson, and Euring. 

The Chairman announced that Assistant Superintendent 
Thomas F. Harrison would continue the discussion on behalf of 
the Superintendents. 

Superintendent Harrison then addressed the Committee as 
follows : 

Mr. Chairman, and Gentlemen of the Committee — 

My senior associates having already presented so full and able 
and convincing a view of the whole subject under discussion, 
any remarks I may have to offer must necessarily be somewhat 
miscellaneous and fragmentary in character. All must be con- 
scious that the great interest of this drama is already over, and 
there remains for me and for those who may follow me, only 
the more humble duty of furnishing such suggestions as in the 
printed Report will be simply an appendix. 

The opinions I shall present are based upon a somewhat pe- 
culiar experience, and I trust that, under the circumstances, a 
passing allusion to myself will not be felt an offense against pro- 
priety. For 29 years, with only a brief period of other occupa- 
tion, I have been connected with the schools now in charge of 
this Board, as Class Teacher, Principal, Normal School Instruc- 
tor, and for the last two years an Assistant Superintendent. 
You will perceive, therefore, that I must necessarily have become 
familiar with all the subjects of these discussions, with the advan- 
tage of a practical view from the opposite positions. 

The history and nature of the Course of Study has been 
already so clearly set forth that I shall say but little in refer- 
ence to it. As to the subjects required in its several sections, 
little or no objection has been raised against the grades below 
the First of the Grammar Schools. Just at this point important 
changes have been urged, the nature of which I desire to con- 
sider. It has been proposed by various parties to strike out 
Astronomy, to strike out Physical Geography, or to change it 



151 

from a regular study into a course of lectures, and to insert in 
their place Bookkeeping and Algebra. In regard to the Book- 
keeping, I think it might in several schools, be profitably sub- 
stituted for or alternated with the ordinary writing exercise of 
the First Grade. The demands of business render this the more 
important, in view of the fact that so few of our pupils get 
beyond this grade. 

But no such recommendation can be urged in favor of the study 
of Algebra. 

Of all the subjects pursued in the higher classes of our schools 
none other seems to me so barren of results commensurate with 
the time it costs. While in its higher forms — forms which in 
our schools we can never expect to reach — it is the analytic 
process, the master key, by means of which the sublimes t secrets 
of nature are unlocked, to the schoolboy or the school girl it is 
in the main an objectless pursuit, its highest apparent purpose 
the solution of certain unpractical problems, or of inter- 
minable formulae, solved by devices which soon become 
essentially mechanical. If a mathematical discipline is re- 
quired of a different order from that indispensable one 
furnished by Arithmetic, the wide field of the simpler 
Geometry, and especially its problems, based upon the ob- 
jective system and taught graphically, will much better meet 
the demand, and at the same time furnish knowledge of the 
highest practical value. But both the Geometry and the Alge- 
bra would be out of place in the First Grade, though the former 
is in every way the less objectionable. And what is it proposed 
to throw out to make room for the Algebra? Astronomy ! — The 
simplest elements of Astronomy — the simplest facts in relation 
to the structure and glories of those heavens which day and 
night bend over every human soul, and awaken in the child- 
hood and maturity, both of the individual and the race, the sub- 
limest thoughts that are given to man. I am mortified to think 
that my fellow teachers of this city should have put it upon 
record, that they would choose that our pupils should leave us 
ignorant of the simple explanations of the ordinary phenomena 
of the heavens, not knowing, perhaps, whether the sun rises in 
the east or in the south ; why the winter days are short and 
cold, and the summer days long and hot ; what the moon 
really is, and why she so constantly changes her form and ire- 



152 

quently disappears ; what an eclipse is, what the tides are, what 
the stars, the comets, the brilliant planets, and the passing me- 
teors. I am mortified that our pupils should be ignorant of all 
these things, though so intensely interesting and important, and 
so easily taught and explained as simple facts, and would prefer 
to substitute a facility in solving V x + /a + Vx — f 7 "« = *ab, 
or in determining by algebraic formula? how long, under certain 
highly improbable conditions, it would take A or B to drink a 
cask of beer. Algebra may, perhaps, sometimes be profitably 
taught in these classes, if it be rigidly confined to, and combined 
with, an explanation of the problems of the ordinary Arithmetic, 
such as those of Interest and Percentage; but even in such case 
it would be dearly purchased at such a price as the loss of all in- 
telligent knowledge of the grand and beautiful phenomena of 
the heavens. 

It has too long been our reproach that the sciences of nature 
have not received from us their due share of attention ; but, by 
retaining the ordinary phenomena of astronomy, and systemati- 
cally pressing in the lower grades the " oral instruction" in 
simple facts relative to animals, plants, and minerals, an import- 
ant reform will in due time be wrought in our system. 

And why is this retrograde step advised ? Partly, it would seem, 
in order that a few pupils may more readily enter the College. 
You have here the point of origin of this whole agitation. It is 
true, that other matters of far greater moment are those which, 
to the evident surprise and disappointment of some, now stand 
prominent in this discussion. But this one underlies them all, 
so far as relates to those Male Departments that have been chiefly 
represented. 

Before the present Course of Stud}' was adopted pupils en- 
tered the College from the old First Grade, which was, in my 
opinion, much overloaded. By the new Course, the studies of 
the class preparing for the College are transferred to the lower 
Supplementary, and a full school year — not too much — re- 
quired in the studies assigned to the new First Grade before 
transfer to the Supplementary. This, in effect, really lowered 
the requirements of the First Grade to nearly those of the old 
Second. At the same time the new Course, in order to do 
away, as far as possible, with the overworking of pupils and 



153 

teachers in consequence of immature promotions, applied the 
same regulation as to entering the lower Supplementary that 
was, and still is required in the Female Departments, viz. : the 
Superintendent's certificate of qualification, as determined by a 
careful individual examination. The situation — to use the term 
with which we have become so familiar — is obvious. Heretofore 
the Principal might put such pupils as he saw fit into the Col- 
lege class, whatever their real grade. They were vigorously run 
through the preparing mill, for a few weeks or months, and soon 
passed to the College for examination. But with the head of the 
column thus cut off, and every possible case sent up, it became 
at once necessary to transfer, almost bodily, nearly all the re- 
maining school, the reorganization extending, of course, to the 
lowest classes. Under the new regulation, so long as it stands, 
this is no longer possible, since no one can be promoted to the 
College class without having been at least a school-year in the 
First Grade, and examined by the Superintendent. No more 
wise regulation was ever enacted by the Board of Education. 
After a very brief period the number sent to the College will be 
at least as great as ever, and with a far better preparation. ISTo 
citizen's son is in any way debarred from the privileges which be- 
long to him, and a step has been taken which must do much to 
raise the character of the Introductory Class. As to the alleged 
injurious effect upon individual schools, the statistics, already 
presented by my colleague, sufficiently show how small it must 
necessarily be. 

But the request that has been made as to the change of studies. 
in the First Grade would at once practically convert it into the 
requirements for entering the College, and the regulation of the 
Board to prevent immature promotions and the overtaxing of 
the teachers and pupils, would be rendered nugatory. 

There is one other point in this connection in regard to which 
some of the Principals are naturally sensitive. The Board has 
quite recently so arranged the salaries as to make the compensa- 
tion of the Principals dependent upon the average attendance of 
the Department. They are not, therefore, to be blamed if they 
view with apprehension any regulation which, by rendering 
possible the transfer of a half dozen or a dozen pupils to some 
other school, may change an annual average from 503 to 499, 



154 

or from 302 to 296, and by so doing, whatever the benefit to the 
system and the pupil, inflict upon the Principal a loss of $250 a 
year. 

In common with my experienced associate, I must enter my 
protest against the sweeping assertions that have been made as 
to Grammar and Composition. A great change for the better 
was effected some years ago, when the analysis of sentences was 
made to take the precedence of mere verbal parsing, with its 
ever-repeated " rules." It took years to overcome the tradi- 
tional conservatism of our teachers on this subject, yet a great 
gain was finally made. Though but a step in the progress, it 
was the most that could be done at the time. Subsequently 
many teachers overdid the analysis, just as they had previously 
over-elaborated the parsing. The efforts of your Examiners have 
more recently been to reduce to a minimum, or encourage the 
abandonment of verbal parsing ; to simplify the sentential ana- 
lysis, and more especially, as the new Course of Study clearly 
shows, to forbid all formal definitions till the Third Grade ; to 
treat the subject conversationally and without books ; to culti- 
vate the power of construction, by beginning with the simplest 
possible forms, and by the gradual addition of simple adjuncts 
leading to those somewhat more complex ; by subordinating 
analysis to construction, and, by particularly enjoining " ex- 
ercises to correct common errors in speech." If all these im- 
provements are neglected by the class teachers, the blame 
does not rest upon the Course of Study. In connection with the 
Reading Lessons, formal definitions of words to be committed to 
memory are forbidden, and pupils required instead to use the 
words in sentences of their own construction, so as to show that 
the meanings are understood. If the pupils' practical grammar 
is not properly cultivated, it surely cannot be charged to the 
Course as it now stands. In regard to the Continuous Construc- 
tion or Composition, it has been asserted that " little children " 
are given such subjects as " Truth, Integrity, Honor, Piety, 
Virtue, and the like, upon which they are to write their ideas ;" 
and this is evidently charged upon the Course of Study. I 
should be glad to be shown where and how the Course enjoins 
such folly. If it occurs at all, it can only be through the direc- 
tion, permission, or neglect of the Principal of the school — and 



155 

from my long and intimate association with the gentlemen in 
charge of the Male Departments, I am very confident they 
would not, any of them, even the gentleman who could so de- 
liberately utter such an assertion, permit so gross a violation of 
common sense. I regret the statement the more that it should 
come from the Principal of a school of which the energy, spirit, 
numbers, popularity, and efficiency are as much a source of just 
pride to us all as in the case of any single school in the city, 
and the excellence of whose classes in grammar has been a sub- 
ject of especial remark. Though not a delegate of the Princi- 
pals, I cannot refrain from protesting, if not in their name then 
in that of the system with which we have together been so long 
identified, against so groundless an accusation. Pharaoh's or- 
ders were given through his taskmasters. Who is the Pharaoh 
in this case ? I am inclined to believe that, like some others in 
this discussion, he is simply a "man of straw." 

Remarks have been made in regard to the details of the class 
examinations, some of which require a brief reference. They 
were doubtless made in perfect sincerity, yet, it seems to me, 
without due consideration. One of the delegates of the assist- 
ants was instructed to complain of the practice of judging of the 
condition of a class and of the teacher's ability, after an exami- 
nation compressed into two or three hours, yet reviewing work 
that may have cost twice or thrice as many months of intense 
labor. Yet a very little reflection would have shown how very 
inconsiderate is such an objection. How many minutes will it 
take to judge of the character of the writing in a class, although 
it may have been a whole year in preparation ? How long to 
judge of success in teaching spelling, when ten or twelve words 
are selected chiefly from the reading lessons, and are written by 
every pupil on a slate, together with a short sentence, consisting 
mostly of important monosyllables ? Must every pupil in a large 
class read a long paragraph in order to determine whether the 
teacher has systematically and successfully trained that class in 
proper habits of enunciation, in correctness, and in naturalness 
of expression ? In most cases, when a part only of the class has 
been examined, the teachers have themselves been requested to 
select from six to ten of their best readers, to whom as many 
more have been added from the rest of the class by the exami- 



156 

ner. A few judiciously selected examples in arithmetic will 
clearly determine the character and condition of the teaching iu 
that important branch, and the same remark may be made in 
relation to every other stud}'. Indeed, it is not too much to say 
that, with the exception of some of the higher classes, where the 
studies are more numerous, any experienced Principal, familiar 
with the routine of our schools, can make a reasonably just esti- 
mate of the success of a class teacher in a single hour, if the plan 
of the examination be first thoroughly thought out. To assert 
the contrary, is like requiring one to eat every article and all of 
it on a bill of fare, in order to determine if the hotel has a com- 
petent cook. 

Another equally earnest delegate pathetically says : " Think 
of a thorough-going class, after a year's strenuous exertions, and 
with the confidence they have a right to feel on their own 
ground, tripped up at the outset of the examination by a few 
hap-hazard questions I" And decidedly adds: " This is reason 
enough, without another besides, for making, such a change in 
the Course of Studies as would prevent such a thing from ever 
again taking place," which is soon followed by another distress- 
ing allusion to Pharaoh and the straw, the pertinency of the whole 
being shown by a final assertion that " it is not necessary to know 
that such a condemnation of a teacher ever did occur." I confess 
that I do not like to hear my carefully considered questions called 
" hap-hazard " ones, but I suppose that the expression itself is of 
the u hap-hazard " order. The fact is, the chief danger of failure 
of a sensitive or timid class, is from the want of self-control occa- 
sionally exhibited by the teacher in such cases. If a question is 
answered correctly, the teacher smiles and nods approvingly ; if 
a blunder is made, even in a question immaterial in itself, } r et 
leading to some more important inquiry, the teacher frowns or 
looks fearfully distressed, and in some cases that I have seen, 
casts a look upon the poor child, perhaps a dear little girl, so com- 
pounded of utter despair, reproach, and accusation of misplaced 
confidence, that I have had quietly to suspend the examination, 
and talk pleasant nonsense to the class to get them into a more 
rational condition. Even when not so bad as this, it is frequently 
impossible to get the eyes of the pupils turned more than a mo- 
ment from the teacher's face, anxiously reading there not the 



157 

Superintendent's but the teacher's judgment of the individual's 
success, and insuring a lower estimate of the " training" from 
the evident want of all culture of self-reliance. 

It has, doubtless, been remarked by the Committee that every 
grade of Grammar School teachers, from the Principals down, 
have, with greater or less definiteness, protested against what is 
known as the " marking system." Reserving, for the present, 
all remarks upon the merits or demerits of that system, 
I would call the attention of the Committee to the naturalness 
of those complaints in the light of the revelations that have been 
made by the teachers themselves. It has been most pointedly 
charged by the assistants of every grade that promotions are 
frequently made into and from their classes, of pupils who are 
far below the legal requirements for entering upon the grade 
they are transferred to, and that this is the chief source of the 
harassing anxiety under which they labor. I do not examine fur- 
ther into these statements. I hope to find opportunity a little 
further on. But granting that this is substantially as stated, 
what must be the view which these class teachers take of any 
system which undertakes to and does definitely state the judg- 
ment of an experienced examiner and practical teacher as to the 
actual condition of such classes, whatever their antecedents, at 
the time of the examination ] If these pupils had been fully pre- 
pared at the time of transfer, had they been what is called " up 
to grade " in all their studies, and more especially in their 
arithmetic, an energetic, experienced, and competent teacher, 
with sufficient time before her, would feel no special anxiety be- 
yond that which is inseparable from the nature of the arduous 
task, if her work is to be examined at all. But she finds, when 
beginning to re-organize her class for the examination campaign, 
that she has, first, a dissatisfied and unsatisfactory remnant of 
the old class not promoted, — in the main, very undesirable and 
unpromising stock, — and the new recruits buoyant with their 
triumphant advance, but only half or two-thirds through their 
previous grade. She has usually two such classes during the 
year, but the best prepared pupils are those transferred alter an 
examination ; and the class which she must now prepare has had 
no such stimulus, the teacher below being, for one-half of the 
classes she teaches each year, entirely free from all unwholesome 



158 

fear of the Superintendent's " dreaded marks," the result of that 
freedom being a large and interesting element in the new work 
preparation. What is to be done ? The logical sequence of 
arithmetical processes cannot in any manner be engineered aside. 
A single and perfectly proper and legitimate question, from the 
Superintendent, not a " hap-hazard," but a test question, one 
of a kind which the teacher's experience forewarns to be as cer- 
tain as fate — such a question may, if not properly prepared for, 
produce most disastrous results. So the teacher must bring 
the class up to the unfinished grade in arithmetic as rapidly as 
she can, and then go on with her own proper one. But skill 
in arithmetic and arithmetical analysis, like confidence, is a 
plant of slow growth, especially in classes prematurely pro- 
moted. Meanwhile, the class enters immediately after the 
transfer, upon the Geography, History, &c, of the new grade, 
because in these there is no such logical sequence, and if the 
request to be excused from all "review" of these studies be 
granted, a delightful, satisfactory, and sacred veil will be drawn 
over all omissions and deficiencies, and all parties — but the 
pupils — will undoubtedly be benefited. 

Now no subordinate teacher likes to offend her Principal. 
She is, or ought to be, entirely obedient to the directions 
the Principal gives her, and, with a heavy heart, turns 
to the work laid out for her. Is it any wonder, then, she 
dreads the " marks? " for hitherto there has been no such system- 
atic an inquiry into the character of the previous promotions from 
grade to grade, as is instituted in regard to the special work 
for which the class teacher is held responsible. And since the 
real responsibility for the evil plight of the class teachers rests 
in so great a degree upon the Principals, it is certainly much to 
the credit of these ladies and gentlemen, that they have 
united in earnestly recommending that their subordinates be 
not " marked" any longer — which result, when combined with 
that of the teachers in regard to reviews, and which, partly for 
like reasons, the Principals also endorse, will, if granted, together 
bring about a sort of teachers' millennium, while the results 
upon the scholarship and efficiency of our schools, of thus hav- 
ing all checks swept away, and the reports of examination re- 
duced to vague and general instead of, as at present, specific 



159 



and definite statements, need no very remarkable prophetic 
power to characterize them. 

JSTow, what is this " Marking System" which, in the present 
state of things, stands so much in the way of the comfort and 
mental quietude of my fellow teachers ? For reasons which 
will presently be obvious, and which are already well-known to 
many within the sound of my voice, I could personally have 
wished to be spared the moral necessity of discussing this subject 
at all. Yet my official position, the request of the Committee, 
the importance of the subject itself, and above all, a sense of 
justice, alike forbid that I should be silent in regard to a matter 
which by universal consent occupies so prominent a part in these 
inquiries. In every important attack which has been made 
upon this floor it has furnished the occasion for the last and 
most energetic charge. Yet at the close of the most elaborate 
of these attacks, one gentleman has, with true frankness said, 
"Nor am I insensible to the advantages that have flowed from 
the steady pressure on the great body of teachers in the schools 
through that system." 

Another just as clearly testifies : " The rigid mathematical 
system that succeeded when a whole department was examined 
and uniformly marked by the same Superintendent, I have 
always defended individually as the most exact and thorough 
we have ever had. That it elevated the schools, that it drove 
out incompetent and lazy teachers, and that it infused a new 
energy into all the departments, I have never entertained a 
doubt. It was the knife of the surgeon ; the ulcer was cut out ; 
the patient recovered. This was a good work and well done." 
And a third gentleman, in an equally kind spirit, says of its 
practical administration : " 1 can but express the same respect 
for men who have had it as a part of their daily duty to employ 
an instrument capable of so much harm, and who have for years 
so used it as to have lost no jot of the reputation for fairness 
which they obtained when they entered upon their office, and 
to retain to this day the confidence of those who would have 
been most affected by a wrong judgment." 

All this is the testimony of gentlemen of long experience in 
the working of the marking system, hampered and perverted 
though it has been, as they seem not to have noticed, by imma- 



160 

hire promotions, for which that system is in no way re- 
sponsible. 

This method of denoting the results of an examination lias a 
history, and a brief consideration of it is, in my judgment, im- 
portant, because, of the 4-i gentlemen who were members of the 
Board when it was so fully discussed in 1859, onl}' one, the 
President of that year, is still a member. I am glad to see him 
on the present Committee. 

I was at that time fully identified with the most active oppo- 
sition to the marking system. 

On the 21st of Sept., 1S59, a Memorial was presented to the 
Board of Education, signed by 25 of the Male Principals, my- 
self among them, protesting against the marking system, and 
stating the reasons for their protest. You will allow me to 
present a brief extract from that Memorial : 

Commencing with its main proposition, " That the system of 
examination pursued by the Superintendent is productive of the 
most serious injustice to the teachers, and of the greatest injury 
to the pupils of the schools " — the Memorial continues that " The 
undersigned base their conclusions on the following specific 
reasons : First, the Superintendent's system takes no account of 
the circumstances that surround each school, but measures all 
by the same unbending standard. Second, the teachers in un- 
favorable localities are often compelled to work harder than 
those in the more favorably situated schools, and yet find them- 
selves degraded in professional reputation by this system. 
Third, it interferes with the internal management of the schools 
to such an extent as to make the interest of the teacher.-, in 
many cases, entirely antagonistic to the true progress of the 
pupils." 

This third point had reference to the detention of promo- 
tions from Primary Departments, an evil long since remedied. 
" Fourth, it permits the Superintendent to mark any class after 
a few minutes examination, as his opinion at the time may load 
him, and from this mark there is no appeal. It thus throws 
into the hands of one man a power entirely despotic, the exer- 
cise of which is a grevous injury to the best interests of tl.e 
schools. Fifth, it is in its very nature an unjust system, because 
it cannot take cognizance of the difficulties under which many 



161 

schools labor, and cannot, except in the most mechanical way, 
test the work of any true teacher." 

Doc. No. 8, of the Yol. of 1859, which I here take the liberty 
of laying before yon, you have a clear illustration of what the 
marking system was — Was, I say, not is. It is a document of 
S3 pages, 72 of which consist of closely printed figures. Copies 
of this paper were sent to every school and ward board, and to 
every member of the Board itself — these last being at the same 
time ex-ojflcio members of the local boards, and exclusively 
identified with their local interests. 

This document, among the multiplicity of facts which it 
assumed to set forth, gave not only, as now, the special results 
of each class in every study, the average results in each class, 
and its average grade, but also in columns immediately adja- 
cent, the average of every class at the last examination, and the 
average grade at that time, and more particularly, as you will 
find on page 81, the actual numher in each grade in every 
school, the average grade of that school, and in the next column 
the average grade at the last examination. 

The whole table, but especially the las! page, was a tremen- 
dous power. The Commissioners, who took a proper interest 
and pride in their own local schools, the local boards, and the 
teachers themselves, were mortified if their schools were not 
among the leaders in the list in regard to average grade. 

The document was read by the School Officers and Commis- 
sioners, and sometimes by desperate teachers to the assembled 
departments, and every possible appeal was made to pupils and 
teachers to try to stand well on the list which would meet so 
many e_yes, and have its last table copied into the newspapers. 

In too many cases it mattered not if the situation of the 
school, and the early age at which its pupils must leave, pleaded 
for lenity in judgment and moderation in demand as to grade ; 
the pressure was tremendous, and in many cases intolerable. 
The Course of Study was, as my senior associate has shown, far 
more onerous and indefinite than that now assailed — while at 
the same time the power of the local boards over teachers of 
every grade was unrestrained, and operated as a powerful and 
fearful incentive to desperate efforts. Even where no practically 
unjust step was taken by the local boards, the anticipation of the 
11 



162 

final possible effects of such a document, and a succession of 
such documents, was a constant source of anxiety to every 
teacher, but to none so much as to the Principals. Local boards 
were constantly changing their members, and the considerate 
judgment of this year might be followed by a demand for the 
highest average standing in the year following. 

Then indeed it was true in regard to our pupils in most of the 
schools, "that they must go up anyhow." By desperate efforts 
they did go up, and by efforts equally strenuous they were 
kept up. 

Is it any wonder that 25 of the Male Principals united in an 
earnest protest against a system so onerous ? Some few of the 
Principals, indeed, strenuously defended it, though it is but jus- 
tice to say, that one of these, at least, seems so far to have 
changed his views as to become a leading opponent of the sys- 
tem, when for nine Ions; years it has lost its chief evil features 
and no longer publicly glorifies those schools which have best the 
advantages, by proclaiming them to all who read the papers as 
having the highest average grade. 

The Board, through its Committee, patiently listened to our 
complaints, and after hearing from all parties — the teachers 
who had and the teachers who had not signed the protest, 
" directed that a meeting of all the Male Principals should be 
called, and a committee appointed to confer with the Superin- 
tendent and his assistants with a view to a final arrangement 
of all the matters in controversy. This committee, after due de- 
liberation and consultation, presented the following document, 
to which was appended the signatures of nearly all the Male 
Principals : 

"We, the undersigned Principals of Grammar Schools of our 
city, do hereby state that we are in favor of a contimiance of 
the system of examinations conducted in the same able and 
impartial manner as heretofore ; taking exceptions, however, to 
that part of the system by which teachers and schools are brought 
into unjust comparisons with each other. 

" We therefore recommend a discontinuance of any measures 
by which said comparisons may be made, and that the account 
of the examinations be entered only upon the records of the 
schools respectively. 

" Inasmuch as the usual mode of expressing the condition of 
each class or school by numerals furnishes the means of drawing 



163 

said comparisons, we would also earnestly recommend that, in 
making the various statements upon the records of the schools, 
the use of numerals be discontinued." 

My name was one of the small number not signed to the com- 
promise. Although all the chief objectionable features were re- 
moved, even to the disuse of numerals in the school Record Books, 
there still remained the well understood certainty accepted by 
those that did sign, that adjectives of quality would be used in 
their place. It was easy to see that if 4, 5, 6, 7, and 8 were to 
be replaced by " deficient, poor, fair, good and excellent" 
the numbers could be very readily reconstructed. And since 
the Superintendents expressly reserved the right, which was 
acceded to by the teachers, " to use such a standard, numerical 
or otherwise, as might in their judgment, enable them to ap- 
proximate with the greatest attainable accuracy to the real char- 
acter, standing and attainments of classes under examination," 
while indicating the results in words only instead of numerals, 
it was just as plain that the third condition amounted to nothing ; 
and though satisfied that the system was shorn of its inherent 
power for mischief, I was unable to sign this document, which 
was the final basis of settlement. 

Nine years have passed. Within a recent period wise changes 
in the organic law have altered the relations of the Commissioners 
themselves to the general system and to special wards. The 
Board has shown its generous sympathy with the teachers, by 
largely increasing their compensation, and by holding over them, 
when necessary, the shield which the renovated law has given it. 
Principals and Vice-Principals can no longer be appointed by 
the local boards, nor removed by them. Subordinate teachers 
unjustly or even irregularly deprived of position have sought and 
found the protection of the Board in time of their need. This is 
a grand gain to the cause of education, by assuring the faithful 
teacher that redress will follow injury. Eeforms within their 
own individual departments, which were once impossible to the 
Principals, need now but moral courage to ensure them. The 
necessity which was once upon so many of them that their pupils 
should " go up any how," exists no longer. The real evils which 
have been charged upon the marking system as it now is, both 
teachers and Superintendents have clearly shown to arise from 



164 

other causes, the chief of which is immature promotions from 
grade to grade. Though this cause of trouble existed " long 
ago, when the examinations were merely farces," the old form 
of the marking system had the effect of intensifying and systema- 
tizing its action, and brought many schools into a false position, 
from which even now they have not wholly extricated them- 
selves. If a single class was once forced, by any process, to 
prepare for graduation, with all its public display, and its grati- 
ficationof parents and officers, it would never do for the school 
to fall below a result once attained, no matter under what cir- 
cumstances. The whole line of classes must "go up," and the 
next year, and the next, must send forth classes fully equal to 
those which preceded ; and so long as this continues, the Princi- 
pal of the neighboring school feels that she must do the same 
thing, lest the school should suffer in the estimation of those 
of its patrons who, though not competent judges, will send 
their children where graduation will be least delayed. 

It is not too much to say, that if the Principals had generally 
agreed to let one whole year pass by in which no school should 
have a Graduating Class, a relief would be even now felt, 
which, by " slowing'' the whole line, would have attained a 
more solid scholarship, while all reasonable dread of the marks 
would have been removed. 

From a pretty intimate knowledge of the condition of nearly 
every Grammar Department, I feel justified in saying that the 
female Principals and Vice Principals at least, with scarcely an 
exception, would have hailed such an agreement as equivalent 
to an emancipation ; yet, like the European Powers with 
their peace military establishments, each has waited for the 
other "to disarm," and it would seem will continue to do so 
until some such arrangement is made. 

Allow me a few words as to my recent experience and pre- 
sent views of the marking system. 

Two years ago I entered upon my present duties, and was, 
of course, obliged to adopt the plan of estimating and record- 
ing results which my official superior directed. 1 honestly set 
out to conform strictly to these directions, as a subordinate 
should, though my opinion was unchanged, even as to that rem. 
nant of the system, which, by the teachers' agreement of lb59, 



J 



165 

was still in use ; for the mere question whether I should use a 
numeral or an adjective whose approximate numerical value 
was known, I considered, and do now consider, of no real mo- 
ment whatever. Using all the lenity which was compatible 
with my obligations and with the good of the schools ; sharing 
with my associate in the examination of the classes of every 
grade, from the lowest to the Supplementary, I intently studied 
the condition of the schools, and the character of the agencies 
which were acting upon them — the marking system, of course, 
included. Experience soon taught me that some systematic and 
uniform plan of noting results was indispensable ; and I turned 
again to the question as to the possibility of working out, in my 
own mind, a feasible substitute for the present plan, which, 
after a full year's experience in the system as it was, I might lay 
before Mr. Randall, and show wherein it was better than that 
which it might displace. I was astonished at the result of my 
investigations. Although so long connected with the system, 
and conscious in a general way, as well as in many particulars, 
that a great advance had been made since the consolidation of 
1853, I was not prepared for the magnitude of the change, nor 
for the order and efficiency which had been impressed upon all 
parts of the system. Schools which I had known to be in a 
chronic state of deficiency, 1 now found, by the most careful in- 
vestigation, to present pupils, in the various grades, in as good a 
condition as to scholarship, and with as orderly habits, as those 
schools which I had always looked upon, and which many of my 
fellow teachers to this day look upon, as necessarily being, in 
consequence of better locations, every way superior to them. I 
could not fail to see, nor could I avoid seeing, whatever my 
previous convictions as to the plan of noting the results of the 
examinations, that this very plan had been the principal lever by 
which these changes had mostly been wrought, and this effi- 
ciency, which has met the commendation of so many competent 
judges, been chiefly promoted. I could devise no suitable sub- 
stitute, nor have I ever yet heard of one, which my two years' 
experience does not conclusively show me would be a step back- 
ward. 

I am therefore under every obligation, from the requests of 
the Committee, from an honest desire for the best good of the 



166 

schools, and from a sense of justice towards those my associates 
" who have had it as a part of their daily duty to employ this 
instrument,^ to testify as I have done. My opposition to 
the system, even to the last fragment of it, was as honest 
as that of any of my fellow teachers, and certainly as outspoken ; 
and if today, as the result of a wider view, and a hotter 
knowledge, I make the admissions I have now made, I stand 
acquitted, in my own conscience at least, from all charge of moral 
cowardice. I might have preserved a prudent silence, and left 
the duty of this vindication to others ; and I cannot conclude 
this part of my remarks without the confession, reluctant 
though it may be, that in my judgment the abolition asked for 
would be a serious blow to the efficiency of the system. 

There is one other subject, Mr. Chairman, which I approach with 
even more concern. I refer to those bitter and sweeping charges 
which have been made by certain of the Assistants against their 
Principals. That evils have existed, and do exist, arising from 
immature promotions, 1 know, and have distinctly stated. That 
these should form a portion of the testimony of the Assistants 
was exactly what I anticipated. But I did not expect that such 
bitter and pointed personal allusions would have been made ; in- 
tensified in their injustice by the over-statements of fact, uninten- 
tional, no doubt, and the result of want of careful reflection, but 
none the less over-statements and one-sided statements, and made 
in a spirit which bodes no good to the continued efficiency of 
the internal organization of the departments. 

The continuous and wide-spread complaints of the natural 
guardians are referred to, yet not a particle of evidence brought 
forward on this point. These complaints are pronounced well- 
founded in the unanimous conviction of the teachers. What sort 
of unanimity may be inferred from the smallness of the number 
who have discussed them in counsel, and their own wide differ- 
ence of opinion ? Principals are modestly requested virtually 
to allow their subordinates to do all the promoting, by means of 
the class records ; and what sort of record that too often is, and 
the character of the judgment to be thus formed of the real con- 
dition of the individual pupil, every Principal knows. Verbatim 
recitations, mechanical processes, definitions mechanically learned 
and recited, too often are the basis, as our own examinations 



167 

show, of the class teacher's judgment of fitness for promotion ; 
yet this, when put down in a book, it is asserted, " is the true 
measure of proficiency." It is further stated, that it is the ambi- 
tion of the Principals to have as few classes in the lower grades 
as possible, which charge is, indeed, as it ought to be, honorably 
true ; but how is it characterized and illustrated ? On page 84, 
I read : 

" In the same way, it is considered desirable to have as few 
classes in the lower grades as possible. For it would not be so 
reputable to have several classes representing the same low 
grade, or parts of grade, and thus separated for the convenience 
of effective teaching, as it would to have but one. It would be 
too great a preponderance of the baser elements, and so the 
honor of the school demands that they shall be disguised and 
compressed within the limits of a single class, in order to 
heighten the general effect. In this way, more than a hundred 
children are frequently placed in one class, and the same 
spirit that puts them there, further requires that these whole 
hundred children, by the unaided efforts of but one teacher, 
shall be accomplished not only in the lowest, but also in parts 
of the next highest grade, if it be within the reach of human 
energy and endurance." 

Nothing could show so complete a want of sympathy with 
difficulties under which the responsible Grammar School Prin- 
cipal unavoidably labors, and so evident a desire to make out a 
case. Occasional and temporary instances such as this may have 
here and there occurred, and must so occur, under the regula- 
tions of this Board, as to the number of teachers furnished 
to each department, and the transfer of one or several large 
classes from the Primary Schools and Departments. If it be 
at all true in the sense which would justify the assertion that 
" more than one hundred children are frequently in one class," 
surely the class records should give some trace of it ; yet after 
diligent search, running back several years in the archives of 
our department, and taking the actual register number, and the 
average monthly attendance of the classes, as given by the Assist- 
ants themselves, I cannot find a single instance on the records ; 
and I can positively testify that the highest register number, let 
alone the attendance for the months previous to examination, that 



168 

I Lave found in any Grammar School class for the last two years, 
is only 85 ; that there -were only two or three over 80 ; not more 
than a dozen over 75 ; and that an attendance of 70 is far above 
the average in these lower classes. So much for the spirit and 
character of the over statements of some of the representatives 
of the Assistants, who would almost seem to desire to dispense 
with their Principals, and " run the schools " themselves. Very 
appositely, though for a far different purpose than I, has one 
fair representative quoted from Thomas Fuller's " Mix't Con- 
templations on these Times." " Fair and softly goeth far — but 
alas ! we have too many fiery spirits among us, who, with Jehu, 
drive on so furiously, they will overturn all, if the furiousness be 
not seasonably retrenched." 

Upon reading the whole series of these complaints through, it 
must be a matter of profound astonishment to those who do not 
know the whole truth, that we can keep our classes halt' supplied 
with teachers, let alone the fact that so few think they can better 
their condition by leaving the profession, except to get married, 
and that when one does so leave, at least a score are anxious to 
subject themselves to the very tyranny which has thereby been 
escaped. 

In conclusion, let me say, that while concerned lest this dis- 
cussion should result in injury to the system, it is gratifying to 
observe that nearly all the complaints made, have reference to 
the excess of energy and devotedness manifested by the Princi- 
pals. These ladies and gentlemen are laboring -under difficulties, 
many of which are traditional in our system ; the leading error 
in their statements having been, in my judgment, the confound- 
ing of cause and effect. They have charged upon the system, 
and Course of Studies, and the examinations, evils which have 
their real origin in the neglect to carry out and conform to laws 
which the Board long ago established. And, again, in explana- 
tion of this, it is to be said that, through the power of local in- 
fluences, established reputation, and of long usage, conformity 
to these laws has hitherto been, in many cases, a matter of 
difficulty, of certain annoyance, and of unpleasant and unsatis- 
factory explanation to the local authorities ; while a real power 
to enforce them has but recently been lodged with the Board of 
Education. 



169 

But cause for anxiety on this score, thanks to the extended 
and protecting power of the Board, no longer exists, and I am 
authorized to say, not only in my own name, but in this parti- 
cular in that of my associates, that, so far are we from being 
willing, quietly or with indifference, to look on and see an in- 
justice wrought to deserving teachers of any grade, by means 
of the recorded results of our examinations, that we would, and 
will, and must, make it our special business to stand as their 
champions in any such case, should it arise ; and for myself indi- 
vidually, I would say, that whenever it shall appear that my 
duties must be such as to exert an unjust and injurious pressure 
upon my fellow-teachers, I no longer want the position. 

I cannot but regret that, through force of circumstances, par- 
ties whose interests are so essentially identical, as Superintend- 
ents, Principals, and subordinate teachers, should thus, through 
this unfortunate agitation, be thrown into quasi opposition to 
each other. I have faith in the sincerity and devotedness of the 
teachers, even as I have in that of the department in which I am 
myself a subordinate. Burdened with large schools, very much 
too large, in many cases, for the true interest of all concerned, 
with frequent and disastrous breaks in the line of competent 
teachers, by the insertion or retention of incompetent or half- 
competent ones, not having the advantages which, in nearly 
every other great city and in many a small city, both in this 
country and in Europe, arise from a Daily Normal and Training 
School — obliged, therefore, in the midst of the overwhelming 
pressure of other duties, to train young and inexperienced 
teachers, first for this position and then for that — responsible to 
parents, responsible to local school officers, responsible to Commis- 
sioners and to Superintendents, each of which classes of persons 
takes a different view of the nature of those responsibilities, — 
periodically flooded with primary promotions, for wdiom a place 
must be found, the Principal's position is no sinecure ; it is one 
of incessant, persistent, and harassing labor and anxiety, of 
which no subordinate, from the Seventh Grade to the Yice- 
Principal, can form any adequate idea. 

And yet, under all this burden, their energy and skill have 
nobly assisted to lift these schools into the proud position which 
they now occupy, and which is only the starting point, if we 



170 

are wise and prudent, for a yet more glorious future. With very 
few exceptions, they are earnest and devoted workers in the great 
cause, and are the very last wilfully to put in jeopardy the sys- 
tem in which they take honest and legitimate pride. 

Yet I cannot but feel that they have undesignedly done so, 
and that they have furnished the many and bitter, the powerful 
and jealous, and ever- watchful adversaries of our system of Pub- 
lic Instruction with formidable weapons of attack, from which 
they would be the first to suffer, and which will most certainly 
be used. 

I have spoken at so much greater length than I thought, that 
I cannot here indicate the nature of the simple adjustments which, 
in my judgment, would have the effect of firmly closing our ranks 
and presenting an unbroken front; if indicated at all, they 
should be after due consultation with my official chief, which his 
health and mine have alike precluded. But whatever changes 
may be made, they should not, in my judgment, disturb our 
present excellent Course of Study, or the methods of examination 
and report ; nor should they, on the other hand, take away one 
iota of that freedom of action, with its commensurate responsi- 
bility, which of right inheres in the Principals, and which, when 
under just regulation and supervision, is the indispensable element 
in the progressive vitality of our system. 

On the conclusion of Mr. Harrison's remarks, Assistant 
Superintendent ~N. A. Calkins addressed the Committee. He 
said : 
Mr. Chairman, and Gentlemen of ras Committee: 

Upon the main points of the subject under consideration, so 
far as it relates to Primary Schools, there seems to be little ne- 
cessity for comments from those representing the Superintend- 
ents' Department. Indeed, it appears that after the most 
searching criticism has been invited upon the Primary Course 
of Instruction, attended by long agitation and repeated discus- 
sions, in meetings composed of Principals, and in other meetings 
of Yice-Principals, and in still other meetings of Primary As- 
sistants ; and in addition to all of these, by frequent communi- 
cations in the daily papers, the following conclusions have been 
presented as the unanimous opinions of these several bodies of 
teachers : 



171 

From the Primary Principals : " We are perfectly satisfied 
with the present Course of Studies. We do not think the 
children are over-tasked." 

From the Primary Vice-Principals : " The present Course of 
Studies does not, in our estimation, over-tax either teachers or 
pupils." 

- From the Primary Assistants : " In Arithmetic, too much is 
required in the First Grade to insure proficiency." 

In this connection, a remark by one of the Delegates from 
the Primary Vice Principals may be alluded to. In stating 
" the arguments which induced the adoption of their resolu- 
tions, she said : 

" While we are unanimous in our approval of the grades of 
studies as now pursued in the Primary Schools, we earnestly 
suggest a modification of the requirements of the grades, so far 
as relates to the studies of Elementary Sounds and Objects." 

Mr. Chairman : Since both sides of this question have been 
presented by the Delegate from the Primary Vice-Principals — 
on the one side " unanimously approving" and on the other 
side only " earnestly suggesting " a " mere modification," I 
suppose it will be perfectly safe to leave this part of the subject 
in the hands of the Committee, without further remarks upon 
it. 

By these several unanimous reports, approving the present 
Course of Instruction for the Primary Schools, with the single 
exceptions already alluded to, the " Committee on the Course 
of Studies " have been highly complimented for their good judg- 
ment in recommending this Course for adoption ; and the Board 
of Education is highly honored in having in its employ a thou- 
sand teachers who so fully appreciate the proper instruction to 
secure the foundation of a thorough Primary Education to the 
children of our Public Schools. 

Mr. Chairman, from the Preamble and Resolutions adopted 
by the Board of Education, requesting the City Superintendent, 
his Assistants, and others, to appear before this Committee, and 
present " all available information on the subject" pertaining 
to the studies, and " the rules governing the acquisition and 
teaching," it seems to be perfectly appropriate that other 
points than the Course of Studies should receive attention, es- 



172 

pecially so far as these relate to the management of the schools ; 
and I trust that these subjects will receive ample consideration in 
the deliberations of your Committee. With this hope, I beg 
leave to present a few facts and suggestions bearing upon those 
points which I regard as the most serious and important now 
affecting the prosperity of our Primary Schools, namely, the 
over-crowded classes for the youngest children, and the frequent 
transfers of successfid teachers from these classes. 

Both of these subjects have been presented with great una- 
nimity of views by the Delegates from the Primary Schools. 

NUMBER OF CHILDREN ATTENDING OUR PRIMARY SCHOOLS. 

From statistics gathered during the present school year, it 
has been ascertained that the monthly attendance in our Pri- 
mary Schools and Departments is about GO, 000 children. 
That 16,000 of them belong to the classes of the Sixth, or lowest 

Grade. 
That 11,500 belong to classes of the 5th Grade. 
That 10,500 belong to the 4th Grade ; 
That 8,500 belong to the 3d Grade ; 
That 7,000 belong to the 2d Grade ; 
That G,500 only belong to the First, or highest Grade. 

From these statistics, it will be seen that one-third of all the 
children attending our Primary Schools leave school, from 
various causes, before completing the lower half of the Course of 
Instruction ; that one-half of the children leave school before 
entering the Second Grade ; and that not more than one third 
of them enter the Grammar Departments. Thus two-thirds of 
all the children attending our Primary Schools receive all their 
school education without entering the Grammar Departments. 
By whom are the children in the two lowest grades taught ? 

You are perfectly well aware, gentlemen, that it is the usual 
practice to appoint Graduates of our Female Grammar Depart- 
ments to take charge of the lowest classes in our Primary Schools. 
From the statistics already given it will be seen that about one- 
half of all the children in these schools are in the classes of the 
lower grades. But this is by no means the greatest evil affecting 
the welfare of these schools. 

By personal visitation I have ascertained from the Principals 



173 

of twenty Primary Schools and Departments (ten of each), 
located in thirteen different Wards, the number of pupils in all 
the grades, and in each class in these schools. 

From these numbers I have ascertained the average number 
of children for each teacher in the classes of the several grades. 
In the two highest and the two lowest grades, the numbers are 
as follows : 

The average number of children to each teacher — 

In the 1st Grade is 38 

« 2d ""..„.. 43 

" 5th " " 71 

" 6th " " 156 

Thus, it appears that not only are the young teachers placed 
in charge of the youngest children, but they are required to teach 
four times as many as the teachers of the older pupils in the 
First Grade. 

I am aware that this statement is not true of every school in 
the city ; but there are many schools where these numbers are 
far too small to represent the actual size of the lower classes. I 
have found Sixth Grade Classes ranging from 170 to 269 chil- 
dren under the care of a single teacher ! I am happy, how- 
ever, to be able to state, that since calling attention to the great 
inequality of numbers in classes of the highest and lowest grades, 
in my last Annual Report, these extreme cases have become 
less common. 

I am sure that the great importance of this subject will com- 
mend it to the candid consideration of all the members of this 
Committee, and I trust that some rules may be recommended 
for adoption, which will prevent the possibility of all extremes 
in over crowding classes. 

To this end I would respectfully suggest that the Committee 
recommend to the Board of Education for adoption some by-law 
which shall provide : That no Principal nor teacher shall admit 
into any class of the Sixth Grade, to be taught by one teacher, 
or by two teachers in the same class, more than one hundred 
children. 

That in all classes above the Sixth Grade the register number 
shall not exceed seventy-five children for any class. 



174 

That no more than the numbers above specified for their re- 
spective grades shall be allowed either on register or in at- 
tendance. 

This last provision is necessary, from the fact that it sometimes 
happens that more children are found in the class than the 
teacher has entered in the roll-book. I have been informed that 
this plan is pursued in order to ascertain whether the children 
will continue in school ; to save the labor of entering their 
names one week, and discharging them the next. I may add 
that I know that a plan of admitting and discharging once a 
week is the practice in many schools. 

I am well aware, Mr. Chairman, that to fix the maximum 
numbers in the classes of the different grades at seventy-five and 
one hundred will allow more pupils in a class than any teacher 
should be required to take charge of at once, but I am induced 
to suggest this liberal allowance because our present school ac- 
commodations are not sufficient to permit all to attend school 
that seek admission. But when that " good time coming" ar- 
rives with ample school-room for all the children of the city of 
New York, I would reduce the maximum register number to sixty 
children for each teacher. Forty-six pupils is the maximum num- 
ber allowed to each teacher in the schools of Boston and Provi 
dence ; while in the Primary Classes of Chicago and St. Louis the 
number is about seventy. It may be said, by some, that this over- 
crowding of classes is the fault of ambitious Principals who de- 
sire to obtain as much salary as their most favored fellow Prin- 
cipals; for which ambition who would censure them ? It might 
be charged to the great anxiety of parents to have their children 
attend school, and the desire of school trustees that the children 
of their numerous friends shall all be accommodated in this re- 
spect ; but from whatever source it may arise, I am quite sure 
that the provisions herein suggested will check this evil, and 
render this class of our schools much more efficient in meeting 

o 

the educational needs of those who attend them. 

FREQUENT TRANSFERS OF TEACTI^KS. 

"Much might be said in opposition to the practice of frequent 
transfers of successful teachers from the lower classes of the 
Primary Schools. 






175 

It is well known to those who are familiar with the results of 
teachers' work in these lower classes, that, under the instruction 
of some teachers, the children will attain greater proficiency in 
all the studies prescribed for the class, in three months, than they 
would in only a part of these studies in six months, under the 
charge of other teachers. And I regret that, owing to the fre- 
quent changes of the best teachers from the Primary Schools, it 
may be said, the number of teachers who, after spending four 
or five months with a class in the lower grades, fail to teach 
them one half as much, or as well as the teachers of skill and 
experience do in three months, is ten times greater than those 
of the latter class. 

Now, Mr. Chairman, if skill, tact, ingenuity, aptitude, and 
success in teaching, are worth anything, in any position, it most 
certainly is exceedingly valuable and necessary for those children 
that are receiving their first impressions of education. The very 
manner of learning, even with the youngest children in school, 
becomes a habit, and gives more character to their future 
mental actions than the facts learned. That the manner of 
teaching should be right here, becomes, therefore, highly im- 
portant. 

Give us education, is the cry that comes up from a hundred 
thousand children in our city. Is this demand for quantity 
alone ? Nay, it is for quality as well. Indeed, quality is more 
important than quantity. It is quality of education in child- 
hood that best prepares the way for quantity through the sub- 
sequent self- education of manhood. It gives intellectual, moral, 
and practical principles, without which the future man might 
pass through life devoid of any purpose of self-improvement, and 
without the power of profiting by its experience. Early educa- 
tion is the mould for giving shape to the future character. 

To know that which should be taught to the younger children 
in our schools, forms but a small part of the attainments needed 
for those who are employed to teach this class of children. 

The chief ability needed for this work is the knowledge of 
how to present the facts to the children, so that they will early 
form habits of observation, of thinking, and the power of readily 
acquiring accurate knowledge from everything around them, as 
well as from books. 



176 

To perform this kind of work successfully in our Primary 
Classes, requires great aptitude for teaching and experience 
added, or special training for the work. 

When we remember, in view of the facts already stated, that 
it is the common practice to place young teachers, without 
either experience or special training, over the younger children 
in our Primary Schools ; and what is still worse, that so soon as 
any one of these displays any special talent for teaching success- 
fully, some one invites her to a position in a Grammar School, 
with more salary, who can justly say there is no change needed in 
this matter ? With that part of the appreciation of the services 
of an excellent teacher which is expressed by more dollars, I 
most heartily sympathize ; but I should rejoice more to have it 
accompanied by the approving words : " You are doing your 
work exceedingly well in your present position, and we desire 
you to remain in it, therefore give you more salary, that you 
may not wish to leave it." 

Since the teachers of the classes in the four lower grades give 
all the instruction which one half of all the children in the 
Primary Schools receive ; and since some of these teachers are 
required to take charge of from three to five times as many 
children as those who teach the First and Second Grade classes, 
it does seem that the wants of the children, that justice^ and 
reason, and common sense, all demand for these positions teach- 
ers of experience and skill. 

Mr. Chairman, I am well aware that an entire correction of 
this last evil — the frequent transfers of the best teachers from 
the Primary Schools— would require a radical change in the 
present plans of assigning teachers to positions in grades of 
classes, and to some extent, also, in the plans of advancing 
salaries. Having endeavored briefly to show the necessity of 
improvements on these points, I shall conclude by earnestly 
commending the subject to the careful consideration and sound 
judgment of this Committee, hoping that it will devise some 
plan for improving in this respect our otherwise excellent school 
system. 

Thanking you, gentlemen, for your kind attention, I will only 
add, that should the Cummittec desire my views upon other 
topics that have been brought to notice, relative to the 



177 

Primary Schools, I shall take pleasure in communicating them 
in such a manner as you may suggest. 

The Chairman - then announced Superintendent William 
Jones, who continued the discussion as follows : 

Mr. Chairman, and Gentlemen of the Committee : 

I did not deem it either prudent or wise to prepare any state- 
ment to be presented to you, for the reason that I did not know 
what topics would be embraced in my colleague's speech. He 
being ill, desired to speak first, and to present his views on the 
questions under discussion, and I consented for him to do so. 
I have, therefore, but little to say, and shall not occupy very 
much of your time. 

I only came here at the close of this discussion to make a 
brief allusion to some of the subjects presented, and to ask you 
to consider them with us. I do not appear here in any way as 
an antagonist of the Principals, Vice-Principals, or teachers, or 
of any one who has taken part in the investigation. My rela- 
tions with them — all of them — are pleasant and friendly, and I 
have not an unkind word to utter, nor do I think an unkind 
word has been intentionally uttered by any one during the dis- 
cussion, or that occasion has so far arisen for any unkind utter- 
ance. I came here to consider with jm, Mr. Chairman and 
gentlemen, together with the delegates who are here around 
us, the interests of the children committed to our care, and 
the cause generally. The Principals and teachers of the Pri- 
mary Departments have justly complained of many grievances 
to which they have been subjected ; but I am not aware, sir, 
that some of them can be remedied by this course which we are 
pursuing. I think they are beyond the present means of the 
Board of Education to reach them ; and I think, further, that 
they are worthy of your consideration and attention, even as 
advanced at this investigation, so that when the opportunity for 
correction does arise, and comes regularly before the Board, the 
grievances complained of may be remedied and removed. 

My colleague, as you are already informed, has referred to the 

over-crowding of the schools, and particularly of the lower 

classes. This is an evil which we believe does, to some extent, 

exist, but it will be found to owe its existence to the system of 

12 



178 



promotions of your classes as stated here already by some of the 
teachers. I called attention to this fact in the very first report 
I had the honor to make and submit to this Board — which was 
in 1857 — and since that time I have also several times referred 
to it. But still it is agreed, and seems to be widely understood, 
that this evil prevails to a considerable degree. Now, the law 
of this State permits children from the age of four to twenty- 
one years to enter our schools for the purposes of receiving in- 
struction. Sir, a large number of our lower classes are indeed 
terribly over-crowded, and by children from four to six years of 
age ! "What is the remedy ? I think, sir, that there is a remedy 
which would not be very difficult to adopt, and it is, that when 
Principals find that they have already a greater number of pupils 
in the classes than they can accommodate, they should refuse 
to receive these children until they have room for them, by 
reason of promotion of former scholars, or vacancies. The 
greater proportion of pupils in these lower classes are little 
children, and this way of over-crowding them is exceedingly 
detrimental to their health, and is a leading cause of that 
physical injury which we hear of in later years. That is 
the complaint of the Principals; and with all kindness, sir, I 
may be permitted to state that the cause of this complaint is in 
a great measure attributable to them, in their eagerness to 
secure for their schools a large number of scholars. Of course 
my colleague and myself do not complain of this desire on their 
part to have a very large school. It is not our purpose to com- 
plain of the existence of this feeling or wish, but I think we 
should be warned in the matter, as I do not believe that it is at 
all proper that we should gratify our ambition by proclaiming 
that we have the largest school in the city, if it is at the expense 
of health. 

There are many cases in which discretion should be exercised 
in the matter of admitting fresh pupils when the classes are 
over-crowded, but of course it must be unpleasant to the Principal 
to reject so many applicants. Tn some class-rooms there are 
two teachers — one teaches, and the other attends to the order, 
and in one room, for want of space, I have known two classes 
taught by two teachers at the same time ! These practices, how- 
ever necessary under present circumstances, 1 would have 



179 

honored more in the omission than in the observance of them, 
and hope some day to learn are discontinued, because of the 
greater facilities which have been afforded to those schools. 

The transfer of teachers from the Primary to the Grammar 
Departments is complained of by the Principals of the former 
as a grievance, and I think very justly. When a teacher 
exhibits more than usual tact, or develops more than ordinary 
talent under the skillful training of these Principals, then come 
the Trustees, at the instance of the Principals of the Grammar 
Schools, and transfer these valuable assistants to the latter, for- 
getting that both talent and tact are necessary to success in a 
Primary as well as in a Grammar Department. In place of the 
talented one taken, a young and inexperienced teacher, fresh 
from the Class of Graduates, is sent, who must in like manner 
be trained, but perhaps with less successful results. In this 
manner, while the upper department has been the gainer, the 
lower one has lost what is not easily supplied. Sir, let the 
Primaries keep the teachers who possess such excellent tact and 
talent, and pay them what such ability deserves. They are 
needed there, as well as elsewhere. Especially are they re- 
quired to teach the lower classes, where tact is productive of 
such excellent results. I believe that the very best teachers 
should be assigned to those classes, instead of the young and in- 
experienced ones so generally found there, surrounded with &uch 
appalling difficulties. I would have the Principal intrusted 
with the power to assign a teacher to any class where she could 
do the most essential service. She might retain her rank and 
receive pay for the same, and yet, because experienced and more 
capable, could be more useful among the younger pupils. "As 
the twig is bent, the tree is inclined," and we must begin with 
the young sapling, and not wait until it becomes the strong and 
mighty oak, if we would have it to possess the symmetry of form 
which we desire. I see before me to-night a Vice-Principal, who 
willingly left the First Class and took charge of two gallery 
classes, then under the care of young teachers. Eecently I ex- 
amined them, and awarded to each very high marks of excel- 
lence. The efficiency of these teachers, and the results of the 
examination, were in no small degree due to the training of that 
Vice-Principal, and not so much to these young teachers, not- 



ISO 

withstanding their success. I hope, sir, that the Committee will 
look a little into these evils, and if any remedy can he applied, 
will apply it. Some of the delegates at this investigation have 
also asked that the pnpils of the two higher classes he allowed 
to take home their hooks. Sir, I am not in favor of studying 
lessons at home by the pnpils in our Primary Departments. 
But the ladies say, that after the lessons in the Reader are given, 
while in school, if the children in those classes could only take it 
home, they could carefully read them, and be better qualified to 
recite them the next morning. This, sir, is very likely to be so ', 
but whatever rule the Board of Education adopts, should be of 
a general application, and every Principal should conform 
thereto. I have heard of schools where children of the higher 
classes leave to attend another, assigning as a reason that in the 
latter they can take home their books. Of course, sir, you 
readily see that one school is benefited at the expense of the 
other. Sir, I shall not allow myself to occupy your time only for 
a few minutes longer, and shall briefly allude to one other sub- 
ject. Of the twelve hundred teachers employed in the Primary 
Departments, or schools, not one of them has come here and ob- 
jected to the present system of marking the results of the ex- 
aminations. On the contrary, throughout the Primaiy Depart- 
ments, every teacher seems to be in favor of this very system* 
They do not appear to me to be terrified by the approach of the 
Superintendent, and in a period of twelve years passed among 
them, 1 have never yet seen them betray any peculiar alarm. 
They seem to be cheerful and agreeable, and if they have any 
great fear of the examinations, I certainly have not seen it at all ', 
indeed, when I have been going around among them, they have 
welcomed me with apparent pleasure and confidence, though I 
have no doubt, after knowing the results, they are a little better 
satisfied when I leave them than when I come, and if, therefore, 
this marking system has terrors, the tenors are not experienced 
by the teachers in the Primary Departments. If you could, 
sir, look into the records of the School Trus ees, you will find 
that more teachers are requested to resign, or who do resign, at 
the request of the Principals, than were ever thought of being 
asked to at the solicitation of the Superintendents, because their 
marks did not come up to a required number. I have filled 



181 

positions as a school officer for eight years ; three years as mem- 
ber of this Board, and five years as a trustee, and, of my own 
knowledge, I know that we removed teachers at the request of 
the Principals, who complained of their inefficiency to us; and 
I think, therefore, that the teachers should be more afraid of the 
Principals than of the Superintendents. And it is proper, sir, 
that this should be the case ; for the Principals are with the 
teachers constantly, and know who are efficient, or inefficient ; 
and I think they have the right to present to the Board of 
Trutees such facts as shall be for the general interest of the 
pupils and the schools at large. But, in their complaints here, 
the delegates have rather overstated their case. How many 
teachers have been dismissed because their marks did not come 
up to the seventy-live per cent? Consult this matter yourselves 
and. see if it has any foundation in fact. I think you will find 
that it has none. There is still another form to the question; 
and that is, why was this change made from adjectives of degree 
to numerals? I do not ask the question and anticipate the 
answer ; nor do I answer the question myself, but let me read 
from the published report of Vice-Principal Carlisle's remarks, 
p. 59-60. 

" The system which is recommended is the one which was 
adopted by the Superintendents when they laid aside their first 
system of marking by numerals. Why they afterwards replaced 
it with another system of numerals, I do not know. But every 
one does know that while it was in use, notwithstanding the fact 
that it had been devised to obviate the objections made against 
the employment of numerals, the Superintendents used to be 
besieged by teachers the moment the examination of their class 
was ended, to learn — not the epithet he had awarded — they 
would not be satisfied with that — but the arithmetical result of 
the calculation by which the epithet was determined. They 
must have the figures. This may explain the abandonment of 
the plan." 

That is just it, gentlemen of the Committee ; "they must have 
the figures," and they can, by this means, tell more satisfactorily 
how they stand in their examinations in comparison with other 
schools. Sir, he tells the truth. I for ten years examined the 
lower classes in the Grammar Schools, and, so far as he refers 



182 

to them, I can bear testimony to the fact. The teachers did de- 
sire to have the adjective plan of marking superseded by the 
numerals ; and I think that eight out of ten teachers would say 
— give us the marking system as it now stands. And why 
should they not, sir ? It has been said that in large classes we 
have marked numerically, and did not take into consideration 
the difference in the size of the classes. Sir, that is not so. If 
we had a class which was not behind in its examination, and 
which was marked by us in such a manner that the class and 
teacher were deprived of the merit that is due them, why are 
not those ladies here remonstrating against a system which 
they know to be unjust ? But they are here asking for the re- 
tention of a system which is a satisfaction to them, because it 
shows them wherein they have been efficient, and wherein 
they have been deficient. 

But, gentlemen, it is not my purpose to continue this discus- 
sion any longer. You have been here two nights preceding 
this present session, and the investigation has been already pro- 
tracted far beyond what it was anticipated ; and, for myself, I 
must say that I hardly considered it necessary to consider these 
subjects here at all, but my colleague thought otherwise, and as 
it has been done, I merely give my views on those few points I 
have presented. Some of you have been longer connected with 
the Public Schools than I have been, and are consequently better 
qualified to express your views upon the subject before us, and 
your opinions upon the views already presented. But I wish, in 
concluding, just to remind you again, that a system attended 
with such results as have marked the progress of the present 
one, and which is such a great power for good, should be zeal- 
ously guarded. A system which has done so much for the ad- 
vancement of the cause of public education, and which I take 
pride in saying is, in a great measure, due to the co-operation of 
the Superintendent and his senior assistant, whose experience no 
one can for a moment question, should be proved to be mani- 
festly erroneous, or difficult in its principles of working, before 
any radically different changes and innovations are sought to 
be introduced. The subject of ventilation has been alluded 
to in the course of the investigation, but we have not taken up 
that line of discussion. That will be treated of more fully by 



183 

the Superintendent of Buildings, who has considered the sub- 
ject more elaborately than we could have clone, and where it 
is desirable he has suggested a remedy. With your kind per- 
mission, we will now hear from him. Gentlemen, I thank yon 
for your kind attention. 

Mr. James L. Miller, Superintendent of Buildings and Re- 
pairs, then rose, and said : Mr. Chairman and Gentlemen — I 
would state that I have prepared a document (which I now hold 
in my hand) on this subject of ventilation ; it contains a number 
of suggestions in reference to the subject, which the Teachers 
should peruse carefully. 

As some of the gentlemen who desire to reply to arguments 
this afternoon, have requested me not to read this lengthy paper, 
I have concluded to submit it to the Committee without reading, 
and then have it embodied in my annual report, which will be 
printed before the opening of the Schools in September. 

Commissioner Warren — It was stated that if any new points, 
which those who have addressed the Committee had omitted, 
were desired to be introduced, they should be presented at the 
close of the leading discussion. I think it is also the opinion of 
the Committee that the Principals who have spoken here shall 
now have the privilege of replying to some misunderstanding of 
their remarks, or to some allegations which have been made 
concerning some of them. 

Commissioner Merrill — I will say, on behalf of the Com- 
mittee, that it is desirable that those gentlemen or ladies who 
speak should be as brief as possible, and confine themselves 
strictly to the subject matter before the Committee, and without 
going over the whole subject, respond merely to such new points 
as the Superintendents have discussed, but which were not 
alluded to by the Principals. 

Superintendent Kiddle — Mr. Chairman, it having been just 
remarked by a member of your Committee that the privilege is 
to be given to the Principals of replying to " allegations touch- 
ing their integrity,' 1 I must beg leave, as one of the speakers, to 
disavow having made any such allegations ; and if any of my 
remarks have given any such impression, I certainly had no 
intention that they should do so. I had no intention whatever 



184 

of impeaching the private, professional, or official integrity of 
any person present. 

David B. Scott (Principal of Grammar School No. 40) then 
addressed the Committe, as follows : 

Mr. Chairman and Gentlemen of the Committee— The privilege 
which has been accorded to me by y on r honorable body I do not 
under-estimatc. What I have prepared for this evening is an 
answer not only to " allegations," bnt, as I conceived them to be, 
attacks on some of the delegates, or attacks on the Principals 
through their delegates. "When, therefore, the gentleman enters 
his disclaimer, and means to be understood as not having attacked 
anybody, we must go by the gentleman's speech. What he 
then said was made plain enough to all of us by the tone and 
language in which it was uttered. Moreover, the gentleman had 
four weeks to prepare his reply to the argument of the Princi- 
pals, and during three of those four weeks the remarks of their 
delegates were in print. 1 think it is rather late now for the 
gentleman to make a disclaimer. The only regret I have, there- 
fore, is that we did not hear that disclaimer before to-night: 
that is the chief difficulty. With your permission, Mr. Chair- 
man, I will now proceed. 

Mr. Chairman, we have arrived at the fourth evening of 
this discussion, already protracted far beyond the time to which 
many of us thought it would extend. I shall endeavor to be 
mindful of this, and condense what I have to say in reply 
within the smallest limits. 

Some of the Superintendents profess to consider the principal 
objections to the Course of Studies as in a great degree frivo- 
lous, yet they have consumed a large portion of two evenings of 
this discussion. One of these gentlemen alone occupied one hour 
and twenty minutes in his answer, and yet began by saying that 
the teachers' charges and testimony, in " their generality, vague- 
ness, and insufficiency, would be inadequate to convict the 
pettiest criminal of the smallest offence known to the law." 

May I be allowed to occupy your attention for a moment by 
restating the origin of this discussion ? The Board of Education 
passed a resolution referring to your Committee the subject that 
is now before us. Your Committee decided to call for informa- 
tion from the different classes of teachers, and ordered that this 



185 

should be presented by delegates chosen from each class. The 
teachers are here in obedience to your call. They did not 
originate these rumors on which your Board acted. They have 
not run before they were sent. They have not rudely thrust 
their opinions before you. They have not even memorialized the 
Board of Education, which years ago was considered by one or 
two officials almost a crime. They have simply performed a 
duty enjoined upon them by the Board of Education through 
your Committee, and for the non-performance of which they 
might have been most justly censured. Furthermore, they have 
presented their views, in every instance save two, with singular 
courtesy, and entirely devoid of personalities. 

What becomes, then, of that profoundly affecting flight of the 
imagination in which we were called to look upon the noble 
mother of the School System, sitting behind a felon's bar, with 
great drops, big as Cleopatra's pearls, falling from her downcast 
eyes — a weeping Niobe, wounded in the house of her friends. 
Then, sir, as if this were not affecting enough, there was super- 
added that extract from Byron, to point the shaft against the 
unfortunate teachers as the cause of this profane treatment of 
the noble and much abused lady. 

Now, sir, were this flight of imagination ever so true as well 
as striking, and were the poetry which accompanied it much 
more applicable, I assert that the teachers, especially the 
Principals, are not responsible for any such touching and 
pitiable results. Besides, sir, what right has any gentleman to 
arraign the teachers of the city, when they have been called by 
the Board of Education to state their views on matters of im- 
portance, as having done their best to degrade the Common 
School System. Against whom do his remarks really point 1 
Not against the teachers, but against the Board of Education ; 
for they so far gave credence to the rumors they heard as to 
give them their serious attention, ordered this investigation, 
and insisted that the teachers should state their views. I leave 
him, therefore, to settle this matter with the Board, who have 
the weeping Niobe in charge. 

But, sir, I affirm that the gentleman's flight of imagination is 
simply that and — " nothing more." There is no noble lady 
sitting wounded in the house of her friends, unless the Superin- 
tendents wish to have themselves regarded in that condition. 



186 

In what way has the Common School System been indecently 
exposed by its " thoughtless children V The Principals pre- 
sented three points — Outlines, Reviews of previous Grades, and 
the Marking System. The Vice Principals enforced these 
points, and asked, in addition, that the requirements in the 
three higher grades be reduced. Will any gentleman say there 
was anything improper in this ? There was none. Nor did 
the conduct of the Assistants justify the gentleman's sweep- 
ing censure. They had a right to present to your Com- 
mittee anything in the general management of the schools that 
seriously affected their health and comfort. They did so. I 
could have wished that, in one or two instances, these statements 
had been put just a little less offensively. But they had a right 
to speak, and they, no doubt, thought they were fully justified 
in the complaints they made. How far does their conduct differ 
from that of the Superintendents, who dwelt with manifest en- 
joyment on the shortcomings of the Principals, and yet by these 
very gentlemen the 2,500 or more teachers of New York, ap- 
pearing here by their delegates, are all rebuked in a passionate 
and fatherly way, as " thoughtless children." 

But, Mr. Chairman, there was a spectacle presented here the 
other evening far more striking than the gentleman's fancy 
sketch already alluded to. That was the jubilant way in which 
one of the gentlemen, mentioning by name two of the dele- 
gates from the assistant teachers, gave them his earnest public 
congratulation for the manner in which they had exposed the 
doings of the Principals. Was that the way to show a decent 
regard for the interests of the noble lady whose condition was 
so lamentably bewailed by the next speaker ? 

It is stated bj 7 one of the gentlemen on the opposite side that 
there is a very striking inconsistency between one of the reso- 
lutions of the Male Principals and the argument advanced by 
one of their delegates. That resolution affirms that " too 
much work is demanded from teachers and pupils." It is 
quite possible that the remarks of the delegate on this point 
may not have been as distinctly put as they ought to have 
been. A few moments' explanation will make it clear that 
there was no inconsistenc} 7 . The resolution presents the views 
of the Principals as approved at their two meetings. How was 



187 

the strain exerted on the physical and mental energies of teachers 
and pupils ? By the indeterminateness of the work, and needless 
reviews of previous grades, and last, but not least, through the 
marking system. The reviews of completed grades, in particu- 
lar, made a great deal of class-work full of anxiety to teachers, 
as well as pupils. Does any one suppose that a teacher can be 
anxious and worried for weeks at a time, driving the pupils, 
nervously, in view of examination, on a great amount of back 
work, in the shape of reviews of a past grade, and not strain 
the pupils also ? It is simply impossible. 

But in the matter of home-work, required by the Course of 
Studies, the delegate stated his own opinions, so far as his own 
opinions and inquiries — the printer made it " energies " — enabled 
him to answer. He holds modified views on this point. So do 
others. And he did not object to the passage of the resolution, 
because it covered other and important ground, as already stated. 
For this reason the delegate used the pronoun " 7," in speaking 
of the home-work, in order that there might be no possibility of 
mistaking his individual views for those of many of his fellow 
Principals. I am sorry to see that this use of the pronoun has 
proved a great offence to our opponents, for I find it italicised 
repeatedly by the gentleman, in the quotation he makes from 
my remarks. Your Committee heard what my associate said 
on the resolution. His views were different from mine on the 
matter of home study ; but I have no doubt he represents a 
much more extended opinion on that point than my own. 

It is Charged that the resolutions offered before your Com- 
mittee, with so much " parade of unanimity," do not represent the 
great body of the teachers of New York. Now, so far as the 
Male Principals are concerned, this has no force. There was 
present at the different meetings a greater number of Principals 
than had assembled at any time for years, larger, in fact, than even 
the question of salaries brought together in 18G3 ; and that, you 
know, ought to have been reason enough for a general meeting. 
It is possible — barely possible — that there may be two or three 
Principals whose opinions the views we have advanced do not 
represent. If there are any, the gentlemen, although duly notified, 
were not present at our meetings. Besides, sir, any one can see 
that it is comparatively far easier to assemble and combine five 



188 

men in support of any measure, than to do the same with fifty. 
If the peculiarities, and perhaps jealousies, among five men are 
not a slight thing, what must be the rivalries among fifty men, 
fostered and increased by peculiarities attached to the Bystem 
under which these fifty work ? But in spite of this, these meet- 
ings were most respectable in numbers, and there were no dis- 
senting voices. Therefore, I affirm that these resolutions repre- 
sent, substantially, the opinion of the great body of the Male 
Principals of New York. The force of this unanimity of opin- 
ion cannot be broken by " the denial " of the gentleman — or 
that " they are the writer's own opinions, bolstered up by 
answers to special and leading interrogatories." Define our 
work more carefully. Make our work reasonable and fair in 
amount. Estimate properly and judiciously that work when 
finished. These are the three points that the Principals present 
with unshaken unanimity. Thus much for the numerical value 
and unanimity of the Male Principals' meetings. 

How is it with the Assistants' meetings ? While arraigning 
the numerical weakness of the Assistants, these gentlemen are 
perfectly ready to accept their resolutions when they are in their 
own favor. Poor meetings, paltry in numbers, with no right to 
r epresent the views of the teachers, when they pass such resolu- 
tions as this : 

" Resolved, That the system of marking, as pursued by the 
City Superintendents at the Annual Examinations, is an unfair 
method of denoting the capabilities of the teacher; and the pub- 
licity given to these marks makes them, in many cases, a "weapon 
which may be boldly used to harass, degrade, condemn, and re- 
move the teacher from her position. The effect of this system is 
very injurious upon both the physical and mental health of the 
teacher, and, of necessity, acts in an injurious manner on the 
pupils." 

But there is no objection to the size of the meetings when 
such a resolution as this is passed and enforced by the dele- 
gate s: 

" JResolved, That one of the great obstacles to success in teach- 
ing our respective classes is the very imperfect manner in which 
promotions and admissions are made." 

Then, Mr. Chairman, the views of the Assistants become im- 



189 

portant : then their numerical weakness is a trifling matter ; 
for they have furnished a weapon to the Superintendents which 
your Committee have seen how thoroughly these gentlemen 
used. 

"We are now brought naturally to the charge of the Assistants 
and Superintendents, that the overwork of the teachers, and of 
pupils, if any, is, in a very great degree, owing to the anxiety on 
the part of the Principals to make promotions of unprepared 
pupils, or to crowd the classes for their own selfish or ambitious 
purposes. We are thus face to face with a sweeping, but dis- 
tinct charge. 

Who are these Principals? Are all the schools involved in 
this condemnation ? Or is it confined to a few ? Is it necessary 
to say that it cannot be true of the schools generally ? It is not 
true, we honestly believe, of any considerable number of the 
Male Grammar Schools. 

But the Superintendents say that they have been long per- 
fectly well aware of these misdoings on the part of the Prin- 
cipals. Hear what they say : " While Principals send rep- 
resentatives to inveigh against the Course of Study as the 
cause of excessive burdens to the teachers and pupils, they them- 
selves are wilfully violating the wholesome regulations of the 
Board designed to prevent this abuse." " They have been wil- 
ful in violating the rules of the Board beyond all precedent, for 
they have been warned oi this fault, year after year, in the re- 
ports of the Superintendents, by special legislation of the Board, 
of which they have been duly notified, and more particularly by 
the Keport of 1864." These, you must allow, Mr. Chairman, are 
strong words. " They have been wilfully violating the rules of 
the Board beyond all precedent." Now notice what the Super- 
intendent considers to be his duty in case of any violations of 
the rules of the Board. In a circular to the schools, dated March 
15th, 1867, after calling the attention of the Principals to cer- 
tain by-laws of the Board, he says : " A rigid adherence to each 
of them will hereafter be strictly enforced, and any violation, 
under any pretence whatever, be reported to the Board." 

So, then, wo have had a state of things existing, in certain 
schools, which the Superintendent styles a wilful, not ignorant, 
not over-zealous, but wilful violation of the rules of the Board — 



190 

not an isolated case, but a continued series of wilful violations 
by a number of persons, going on through several years to the 
present time, and now cropping out to public notice through 
the statements of Assistants, corroborated by the Superin- 
tendents. Furthermore, this wilful violation must have been 
perpetrated by Principals, every one of whom has signed on 
the back of the pay-roll every month, for years, the following : 

" And we farther certify, that we have duly reported herein 
each case of the violation, by any teacher in our respective de- 
partments included in the annexed payroll, of any of the rules 
and regulations of the Board of Education." 

Why, then, did not the Superintendent enforce the rules ? and 
why has he not long ago reported these wilful violators to the 
Board ? I am not quite sure that Mr. Frazier, from England, 
whose praise was quoted in so satisfactory a way the other even- 
ing, would have appeared so laudatory in the Parliamentary 
Blue-Book had he known this; and it is quite as surprising a 
state of things to the most of the Principals as it would have 
been to Mr. Frazier. 

It is, perhaps, impossible for my associate delegate and myself 
to speak for every Principal in the city in reply to any such 
charge made by the Assistants, and certified to in a great degree 
by the Superintendents. There are a few Principals in New- 
York, I am glad to say they are very few, who neither speak for 
themselves nor permit others to speak for them. But I hold in 
my hand a statement signed by some thirty Male Grammar 
School Principals, which the delegates were instructed to present 
before your Committee, and which I will read : 

" The undersigned Principals of Male Grammar Scools in the 
city of New York do hereby deny that they have made improper 
promotions, or that they have wilfully violated any by-law of 
the Board of Education." 

Sir, the charge against us is so serious, so vital to the welfare 
of the schools, to the health of the teachers, and especially to the 
good of the pupils, that the Principals feel compelled to venture 
on a step which must commend itself to your sense of fitness. 

Since, then, the Assistants make this charge, and since the 
Superintendents endorse the same, affirming that these wilful 



191 

violations of the rules of the Board have existed for a number of 
years, and inasmuch as the Superintendents have not thought 
proper to make specific complaints against the violators of these 
laws, the Principals request that, in justice to all concerned, 
a distinct specification of the particular schools where this state 
of things has existed be made, in order that the Principals so 
charged may be heard in reference to the same. 

Indeed, sir, you will readily perceive that only in this way 
can such a charge be met. And if this view be correct, all 
further discussion of the manner of making promotions is utterly 
useless. Perhaps when such an investigation is ordered and 
undertaken, it may be discovered that the difficulty of making 
such promotions as would suit the Assistants has been greatly 
enhanced by the Assistants themselves. Perhaps, too, it will be 
found that the charge that the Principals are quite regardless of 
the opinions of the Assistants in making promotions, is one that 
lies equally strong against some of the Superintendents in 
making their promotions. But who is to superintend the 
Superintendents ? 

The Principals did not allow themselves to suppose, when they 
sent their delegates before your Committee, that the Super- 
intendents would assent to every point taken. That would 
have been expecting too much from official human nature. But 
they had a right to expect that whatever was reasonable and fair 
in their objections would be met in a fair and candid way. Has 
the spirit with which we have been met been anything like 
this ? Not even " a corpus delicti," " utterly frivolous objec- 
tion," " general, vague and insufficient." Such are the kindly 
terms a gentleman uses in answer to the teachers. Is that the 
way, Mr. Chairman, to regard the statement of the great body 
of teachers, whose united views and experience must certainly 
have a weight very nearly equal to his own 

Take, for example, the mode of dealing with the suggestion 
in reference to the term " miscellaneous words" in spelling 
throughout the grades. Every reasonable man must see that it 
was a very great oversight to introduce such an indeterminate 
word as this into so many grades without one word of ex- 
planation. Any candid man would have quietly admitted 
the objection, or have said, " Well, this is rather uncertain and 



192 

ought in some way to be explained." What does a gentleman 
say ? " This very feature of excellence (thereby meaning the 
absence of definite requirements) some of the teachers desire 
to have obliterated (f) t and a mere routine list of places in 
geography, and particular words in spelling, substituted." 
Then, alluding to my associate delegate by page, he adds : 
" I must say that I feel mortified that such a proposition should 
have emanated from so respectable a source." My associate 
stands by his geography, but he made no recommendation about 
spelling. The suggestion in that case was my own, and thus 
half the gentleman's mortification " about a respectable source" 
may be saved. Now, sir, this is a very contemptuous way of 
disposing of the suggestion. Besides, it is to many of us a very 
amusing way, when we know that there is a booklet of fourteen 
hundred test words used in the higher classes, which it is 
well understood will furnish a successful drill or " cram" for the 
Superintendent's examinations. Is it any more absurd to have 
fifteen hundred suitable words for the lower classes ? 

It was in the same spirit that they treated our objections to 
reviews of previous grades. I do not believe that there is a sin- 
gle member of your Committee who did not feel, that if our 
statements with reference to such reviews were correct, there 
ought to be some remedy, or at least modification. 

On the question of reviews there is much confusion among 
the Superintendents. Mr. Randall says : " If any part of the 
Course is to be learned and never recalled again, then, I say, 
banish it from the Course at once, for it is proper for you never 
to study it or to learn it. If studies are not worth keeping in 
the mind, then they certainly are not worth anything at all." 
A few lines below this we find him saying : " Teachers are not 
held responsible for the studies in the lower grades ; they are 
not held responsible for them at all ; they are only held respon- 
sible for the class." A few lines farther on he changes his 
ground and says : " I regard it essential to the validity of any 
system of public instruction that it (?) should be reviewed, that 
it should be kept up, so that when our pupils leave our schools 
they shall be fully acquainted with all the previous studies." 
Once more, still farther on, he comes back to the elass-work and 
reviews therein, showing a misunderstanding of the point 
clearly stated in the Principals' resolutions. 



193 

There is something of the same confusion, only a great deal 
more of it, on the part of the first Assistant Superintendent. 
This gentleman affirms " that there is nothing taught which it is 
not important to the pupil to remember — at any rate in all its 
essential particulars. Hence the reviews are to be reviews in 
outline." Thus, you will perceive that this gentleman does not 
agree with the Chief Superintendent, who asserts " that every 
pupil, when he leaves school, shall be fully acquainted with all 
his previous studies." The Assistant says it shall be a review 
in outline. And here comes up the vexed question of outline, 
which he pronounces so "utterly frivolous." What is a review in 
outline which retains " all its essential particulars ?" But the con- 
fusion becomes infinitely worse when we find the Assistant ex- 
plaining himself. On the 25th of May, 1888, he says : " It 
must not be forgotten that the schools are elementary, not high 
schools, and all that is taught only constitutes a foundation for 
future acquisitions. By no means can we justly consider any 
part as a scaffolding to be removed, since there is nothing 
taught which it is not important that the pupil should remem- 
ber, at any rate in all its essential particulars." 

On the 31st of December, 1866, scarce one year and a half 
ago, in his Annual Eeport — the most labored, perhaps, of all his 
reports — page 49, he says : " There is no doubt, however, that 
the consideration of practical usefulness in the knowledge pre- 
sented should have increased weight as education advances ; 
while, in the first steps, attention or development should be ex- 
clusively considered." In regard to this, it is properly remarked 
by Dr. Wilbur, of Syracuse, a very able scientific educator, 
" that in the early stages of education mental steps are by no 
means ' mental acquirements,' since in these, as in the higher 
stages, a thousand facts and ideas having been used as steps in 
the development process, may he laid aside and forgotten. For 
what a miserable affair a man would be if he coidd remember or 
did remember all the facts and ideas that helped in his growth 
towards manliness." 

xSow it appears to us, Mr. Chairman, that it would require a 
very powerful locomotive to draw these two statements into 
line. They are utterly contradictory "in all essential particu- 
lars ;" and the teachers stand by the gentleman of the 31st of 
13 



194 

December, 18G6, as the unwilling " champion " of their views 
against his own of May, 1868. Had the teachers searched for 
authority for what they advanced, they could have found 
nothing stronger than those which the gentleman himself heart- 
ily endorsed scarcely one year and a half ago. These views go 
quite as far as we do, and are quite as strongly put as ours : " A 
thousand facts and ideas hewing been used as steps in the devel- 
opment process, may be laid aside and forgotten. For what a 
miserable affair a man would be if he could remember or did 
remember all the facts and ideas that helped in his growth to- 
wards manliness." 

Yet, sir, in direct connection with the argument of the teach- 
ers that they onght to be relieved from responsibility for certain 
studies in previous grades, because these could be safely '* laid 
aside," the Superintendent said: '" The moment you take away 
the system of reviews, that moment you strike at the very foun- 
dation of the system which we have adopted, and make it value- 
less." And the Assistant Superintendent says : " I should then 
write upon the system ' Ichabod,' for its fate would be sealed and 
its glory departed." Surely, in view of what has been shown, 
both gentlemen might have been a little less haughty in dealing 
with our argument. That argument stands unshaken, and now 
appears before you enforced by the Superintendents themselves. 

As to reviews in the grade, there is no dispute ; there can be 
no dispute. May I call your attention to the 10th page, 
Principals' Statement, for a full recognition of the advantage 
and necessity of these. 

As pertinent to the marking system, and its effect on the 
teachers and the system, I wish to add a little to the outline, 
which I sketched in my last paper. 

There are not a few persons, Mr. Chairman, who think that 
the great body of teachers are a professionally lazy set, who are 
only kept down to their work by fear of official visitation. In 
the "Ward where I am situated, it happened a few years ago, that 
it became necessary to nominate a representative to your Honor- 
able Board. Two names of highly respectable gentlemen were 
mentioned and discussed ; and one of them, Mr. A., happened, 
unfortunately, to be characterized as a man that was friendly to 
the teachers. Up jumped Mr. Always Ready, and said that 



195 

" This was enough, for him to know. If the gentleman was the 
teachers' friend, he should go for Mr. B. The Ward teachers all 
wanted stirrin' up, and he went for Mr. B., that would give 'em 
a good stirrin' up ; they all needed it." So his views prevailed, 
and Mr. B. was nominated, and elected, to give us all a good 
" stirrin' up." But the gentleman himself must have been quite 
unconscious of what duty he was expected to perforin, for he 
proved a kind officer enough, seeing us but seldom. 

Now, sir, it is because there exists such a feeling in the com- 
munity towards workers in general, that there is always very 
great latitude given to every vigilant supervising officer. It is 
pleasant for persons in trust to feel that there is some one set- 
tling their workmen down to their work. It is the work that is 
wanted, and a great deal is to be pardoned to the officer that 
obtains it. But to the workman himself it is manifestly import- 
ant how it is obtained. The certainty of justice in the amount 
of work — the nature of the work — and of the way in which it 
is to be judged when finished — these questions are of prime 
moment to him. It is possible to get a good deal of work out 
of others without observing all these considerations, but it is not 
a wise method, and the more intelligent the workman the worse 
it is for him if we disregard them. So we may have celebrated 
schools, 90f per centers, 95f per centers, with high approval of 
functionaries from abroad, on flying and fleeting visits. Eichter 
says, "in the island of Sumatra there is a kind of ' lightchafers,' 
large fire-flies, which people stick on spits, and illuminate the 
ways with at night. Persons of condition can thus travel with 
a pleasant radiance, which they much admire. Great honor to 
the fire-flies ! But — , ." 

So do I add, great honor to the 95 per centers, but . 

Nothing can break the force of our statements in regard to 
the wretched anxiety produced on the minds of the teachers in 
their endeavors after these 95| or 100 per cent, marks. Every 
teacher knows our statements to be true. Yet one of the gen- 
tlemen on the other side expressed his "gratification at witness- 
ing the Principals acting as generous champions, and speaking 
for their oppressed subordinates ;" but took occasion to dull his 
praise, by publishing " that so intense an atmosphere of terror 
pervaded certain of their schools, that it was painful to examine 



196 

their classes, and impossible to obtain, at such times, the requisite 
information for his duties." This was said to blunt the force of 
what was affirmed in regard to the terror produced by the exam- 
ination marks ; and was said, you will please notice, by the same 
gentleman who " prayed God that the noble lady, the Common 
School System, might escape unsullied from the hands of those 
who were exposing all her faults, however trivial, to the idle and 
scoffing gaze of the multitude." But certain Principals, both 
male and female, were to be struck, and in the improvement of 
such an opportunity, the noble lady was easily forgotten. 

May I tell that gentleman, Mr. Chairman, that every man car- 
ries his own atmosphere with him, and particularly an examiner, 
when he enters a school-room for annual examination. If on the 
other hand, as passed recently under my own observation, an 
official examiner enter class-room after class-room with cordial- 
ity in his eye, and in every outline of his good humored face, 
and with an unsurpassed cheeriness of tone, at once puts every 
child at ease with a kindly greeting, the atmosphere such a 
man diffuses around him must be as genial as himself. In such 
a presence there can exist no atmosphere of terror. It would 
be dispelled before him as the mist before the sun. Most grati- 
fying would it be, Mr. Chairman, to all concerned if such an 
example were well studied and imitated. So much for the " iron 
rule 1 ' of the Principals and "the atmosphere of terror" that 
hinders the Superintendent's work. 

Something I ought to have added, had time permitted, on the 
tantalizing statement, theoretically true, but practically so 
false, as every Principal understands, that no injustice can be 
done because " there is always the right of appeal" — something 
on the terrible power to punish offenders that is lodged in the 
marking system, and how this "iron rule" is felt in the most 
subtle way in other things as well as studies. But time will not 
now permit. 

Years ago this battle indeed was fought out ; and, as we all 
supposed, something was gained for the teachers. But the fruits 
of the struggle were lost to them by what appeared to many of 
us something like had faith. The agreement was not kept. But 
even with all this, so patient have been the teachers, the discus- 
sion would not now have been renewed had your Board not or- 
dered this inquiry. 



197 

Yet we are sure that out of these statements good must come. 
To abuses, if any, you will apply a remedy. For grievances you 
will find a cure. Do not fear that because this is done " Icha- 
bod " will be written, or that the " very foundations " will be 
shaken. Do not believe that this system of Common Schools 
has been ruthlessly assailed, or that its true glory has been sul- 
lied by the inquiry before your Committee. That were to blame 
the Board of Education itself who ordered it. Its glory can 
only be dimmed when the discussion on one side assumes a 
faultless perfection for a few persons who claim to have it in 
their special keeping. If the Superintendents, as you have been 
told, have given to this system the best years of their lives — so 
too have wo lived and labored for it. If they have had to fight 
for it — so too have we. Have they been honored in its success — 
so too have we. Its glory has been our glory as well as theirs ;• 
and when its honors and victories are recounted, we may well 
be pardoned if, with the veterans of the first Napoleon, there 
break from our lips the throbbing cry — " We, too, were of the 
Army of Italy." For this great Common School system is not 
the life of one man, nor of five men, but of many men and 
women. Nor in our dying shall it die. It has struck its roots 
deep in the popular heart. It will strike them deeper and 
deeper, as each generation moves on ; and, in the far off future, 
I see thousands sitting under its wide-spreading branches par- 
taking of its priceless fruit. 

Mr. Chairman, this discussion has been made to assume the 
shape of the same old struggle between the exercise of nearly 
unlimited power on the one hand, and the governed on the 
other. It is a contest which, if it continue unsettled, will, by 
its very nature, be renewed at intervals by other men, before 
other Boards, when you and I shall have passed away. But the 
schools can never know any lasting concord until that time when 
the opinions of the teachers will be sought with kindness, and 
listened to with candor by those who may be Superintendents ; 
and when an honest statement of grievances will cease to be 
regarded by them as a hostile act, or as a grievous impertinence 
only to be punished. 



193 

At the close of Mr. Scott's remarks, Mr. Thomas Hunter 
addressed the Committee, in reply to the Superintendents. Mr. 
Hunter said : 
Me. Chairman, and Gentlemen of the Joint Committee : 

The Superintendents, in their reply to the Principals and 
teachers, stated that we had attacked the system of Public Edu- 
cation in this city. This charge we utterly deny ; we utterly 
repudiate. We did not attack it ; we did not mean to attack 
it. But if the great system of Public Instruction, whose fame 
has justly extended throughout the civilized world, consists of a 
peculiar system of marking by numerals, then, indeed, we plead 
guilty ; for with a unanimity, almost unparalleled, we did con- 
demn this marking system as the prime cause of all the overwork 
performed in the schools. We have yet to learn, however, that 
this wondrous system of grades and percentages constitutes the 
New York system of Public Education. We believe it to be 
but an excrescence on the grand old oak, retarding its growth 
and marring its beauty. It is unfair to accuse the teachers of 
attacking the system of Public Education. It is unjust. We 
condemned courteously but two things connected with the 
schools : the extent of the Course of Study and the evils arising 
from the present system of marking the classes. It is very bad 
logic to say that because we attacked a very small part we at- 
tacked the whole. 

The great system of Public Education — broad, liberal and 
comprehensive generally, in its administration — is the pride of 
the teachers and the glory of the city. Jealously have we de- 
fended it ; unselfishly have we sustained it ; enthusiastically have 
we labored for it. When it was attacked two years ago we took 
no uncertain part ; we were not upon the fence, with one limb 
dangling over a Commission and the other over this Board, 

"Happy to be with either were t'other dear charmer away." 
When those two noble champions of our magnificent system of 
Public Schools— -James W. Gerard and James T. Brady — appear- 
ed at Steinway Hall to show good and sufficient cause why the pre- 
sent administration of the schools should not be disturbed, their 
vast audience was composed chiefly of teachers and their friends. 
That night " the schoolmaster was abroad ;" ay, and the school- 
mistress, too. From the very beginning, even when a change 



199 



was impending, the teachers were with the Board heart and soul. 
No, gentlemen, we did not attack the system. We did not stab 
it ; nor even shoot a Byron ical arrow at it. The accusation was 
only a flight — a soaring, lofty, eagle flight of fancy. 

The system of Education in this city is so vast and so excel- 
lent that no one man, were he a Colossus, could bestride it, and 
say, " It is mine, I made it." If the credit were claimed for a 
man, we might tolerate it ; but when it is claimed for a system 
of marking by numerals, neither gods nor men can stand it. The 
humblest teacher in a Primary Department has done her share 
of the good work ; and my colleague on the right, with pale face 
and premature gray hair, has given also the best years of his 
life to the great cause of Education. Why, we have all labored, 
too hard it may be, to make the schools of New York what they 
are to-day. We have all devoted our lives to make our schools, 
like our city, the grandest in the Western World. For this we 
ask no especial credit. We are simply true and loyal to the 
system we love. But we do ask not be driven with " whip or 
spur ;" for we humbly plead that we are not lazy, not unscru- 
pulous in the discharge of our duties. We humbly protest that 
the " whip and spur" are out of date. 

Mr. Chairman, the teachers of New York need neither " whip 
nor spur ;" they need rather a bit and bridle ; they need restraint 
more than coercion. They are zealous and high-spirited, and 
ought not be driven " like dumb cattle." To say that they need 
a mark or a " spur " to impel them to do their work is not fair 
towards the noble army of teachers who havebattled bravely for 
years against Ignorance. The opinion of the teachers — the es- 
timate of their characters as indicated by the speech made here 
a few weeks ago is one not to be envied. But, nevertheless, we 
will venture to say that the teachers of this city work from a higher 
and a holier motive ; that they labor from a conscientious sense of 
duty and right ; and that they are impressed with the responsi- 
bility of their vocation, in training the future generation of 
American citizens. God help the teachers and their pupils, and 
God help the future, if the only motive that impels the New 
York teacher is the fear of the Superintendents' marks. 

The preamble and resolutions of the Honorable Board of 
Education called for our opinions. We entered no complaint. 
In obedience to your orders we came before you. We had no 



200 

right to refuse your summons. These very resolutions pre-sup- 
posed that you had some doubts as to the overworking of scholars 
and teachers. The press for weeks had teemed with complaints 
from parents and others. Calmly, dispassionately and without 
prejudice, we pointed out the evil effects of interminable reviews 
and of the marking system by numerals. Not a personal remark 
proceeded from the lips of a delegate, — save one from an 
assistant teacher against Principals. Why then have we been 
personally assailed? "What evil had we done? what crime 
committed ? We exposed two blemishes upon the system of 
examination. That was the " head and front of our offending." 
Some of the evils were admitted, but shifted to the shoulders of 
the Principals. But our arguments were not answered ; our 
statements were not disproved. Instead ot logic, we received 
abuse; instead of reasoning, we heard feathery flights of fancy. 
Others of our statements were twisted. Not one of us condemned 
necessary reviews; yet it was made to appear that we were op- 
posed to any reviews whatever. ISTot one of us but expressed 
our opinion in favor of examination ; yet it was made to appear 
that we opposed all responsibility by examination. One of the 
Superintendents went even so far as to say, that, if our views were 
carried out, the office of Superintendent might be abolished. We 
asked only for a modification of the marking system ; we did 
not desire to abandon examinations. "We sought only a change 
in the Course of Study. Did these constitute an assault on the 
system of Public Educatiou ? You asked our opinions. Where 
was the crime of giving them truthfully and fearlessly ? Would 
you ask us to be hypocrites and give false evidence 1 

The Chief Superintendent admitted the correctness of the alle- 
gations in the main; but in a fair argument, without passion 
or prejudice or personal spite, he sought to fasten the evil of 
overwork on the Principals. His speech was able ; but, never- 
theless, many of his premises were incorrect. For example: he 
stated that grades were of no account ; that pupils might be kept 
nineteen years in the same grade ; that the Superintendents 
alternated in their examinations; and many more of a like 
nature. 

Now as regards the charges against Principals, it is very far 
from our intention to screen the offenders, or to condone the 
offence. If they have promoted unwisely or improperly, or if 



201 

the j have overtasked their teachers by having two or three grades 
in one class, under one instructor, in order to have the honor of 
having a class of the First Grade, let them bear the responsibility, 
and let your Board deal with them as it sees fit. For myself, I 
simply deny the charge, and here is a paper, signed by thirty 
Principals, denying the allegation. A very tyro in the pro 
fession knows that without a careful and exact grading of the 
school there can be no success, and, instead of organization and 
progress, there will be confusion and difficulty. A great deal of 
trouble arises from the fact that teachers consider themselves 
as teachers of grades, and not of classes ; and this erroneous and 
dangerous opinion springs from the method of marking grades 
by the Superintendents. But, for the sake of argument, let us 
suppose that the great discovery made by an assistant teacher is a 
genuine discovery, and not a mere myth or mirage. The question 
naturally arises, Why was not this discovery made by those espe- 
cially employed to make it ? Why was it left to an educational 
Columbus, near the Battery, to discover what took place in the 
large up-town schools, when he was blind to the fact that two 
grades were taught in the same class by the same teacher, just 
at his elbow ? How did this assistant discover the motives of 
the Principals ? How did he know that their motives were mer- 
cenary ? Personally, I care nothing about this, for I have 
almost double the number required by law. But his broad — I 
was going to say brutal — insinuation was simply contemptible, 
and false upon the face of it ; for the Superintendent promotes 
from the Primary Department, and it would not alter the Prin- 
cipal's salary one iota, if every boy of the five hundred were of 
the Seventh Grade of Grammar Schools. For what reason, then, 
does the Principal promote improperly, unwisely, or too rapidly, 
allowing, for the sake of argument, that he does so ? Because, 
according to the method of marking by grades, as well as by 
percentages, the reputation of the school depends upon the grade 
of the highest class. This fact is undeniable. Every Principal 
knows it. If the grades of the classes had nothing to do with 
the standing of the school, and if the Principals were the un- 
principled people they have been represented, they would be 
very foolish, indeed, to trouble themselves about promotions at 
all. If thorough scholarships in low grades were all that was 



202 

required to achieve success, why, it would take the " whip and 
spur " to drive them to promote their pupils. Just think what 
a perfect school — a model school — could be made by reducing 
the classes one, two, or, perhaps, three grades. Thorough pro- 
ficiency in your present grade is all we ask; take nineteen years, 
if you like, to complete it. * * * * We do not believe, 
however, that improper promotions, to any injurious extent, 
have been made ; but if they have, the same " whip and spur " 
that drove the class teachers, has driven these Principals to do 
an unwise thing, which the delegate Principals condemn as 
strongly as anybody. 

And here permit me to say, once for all, that the over-working 
of the teachers implies and involves the over-working of the 
pupils. Grant that the former are over-worked, and it must be 
conceded that the latter are over-worked. A great deal has 
been said, too, in a funny way, of the healthy appearance of the 
teachers who have attended these meetings. But this is taking a 
part for a whole — a line of argument quite common of late. 
Four hundred are strong enough, after a hard day's work, 
to come to this Hall, and when here, present a fine and 
healthy appearance. Therefore, the other two thousand, who 
went home to rest, who had not, perhaps, the physical strength 
to come, are equally healthy and beautiful ! Had we been 
politicians, sir, we could have selected two or three hundred of 
the sickly and pale, the hollow-eyed and consumptive, and set 
them here in sad array before yon, and thus moved your gen- 
erous hearts to pity, and brought the briny tears from eyes 
unused to weeping. 

The marking system is the cause of all the trouble ; the very 
fountain head of all our difficulties. Nearly every defect in the 
schools can be traced directly or indirectly to it. Improper 
promotions (if any), haste in teaching, anxiety, dread, and over- 
work flow from it. It creates an unwholesome rivalry, which 
has a tendency to demoralize. It pits teacher against teacher, 
like a pair of race-horses, impelled by " whip and spur.'' It 
arrays school against school, principal against principal, ward 
against ward, district against district. It has engendered a sec- 
tional feeling as to localities in the school system, which at times 
has endangered its efficiency, and which some of the members of 
your Honorable Board have deeply deplored. 



203 



But this marking system, to be good for anything, must rest 
upon a foundation of simple and uniform justice, — a fact which 
its most ardent admirers cannot deny. Remove justice from 
under it, and the whole edifice topples over. Man does not pos- 
sess the quality of justice at all times, and under all circum- 
stances. It is an attribute of the Deity alone. The best of men 
are swayed, at times, by their passions and prejudices ; and, at 
such times, they cannot be just, even if they tried. For this rea- 
son, even a Judge on the bench is not permitted to control the 
life or death of the meanest murderer. The criminal is tried by 
twelve men — a jury of his peers — and they alone have the power 
to declare his guilt or innocence. The reputation of a teacher is 
a very serious matter — almost a question of life or death — and 
no one man should possess the power to decide whether that 
teacher is worthy or unworthy. Tour Board does not permit 
five trustees, elected by the people, to exercise this great power. 
You have very properly thrown safe-guards around the teacher. 
The genius of republican institutions is against this one-man 
power. 

As one of the assistants very strongly expressed it, " These 
marks are boldly used as a weapon to harass and annoy 
the teacher." Only the other day a teacher was degraded from 
her position because her class took only 97 per cent ! Only 97 
per cent ! ! "Why this is an extraordinary mark. The wonder 
is, how she could attain it at all ; and yet she was reduced in 
rank. What remedy has this poor young lady ? How is this 
wrong to be redressed ? Were there no marking system by 
numerals, this teacher could not have suffered such degradation. 

If the examiner cannot be uniformly just, it must be conceded 
that the marking system is oppressive and injurious. One class 
is examined at 9 o'clock, when the pupils and Superintendent are 
fresh and vigorous ; another is examined at 3|- or 4. o'clock, when 
both are wearied and exhausted. It is against reason to suppose 
that both these classes of the same grade can acquit themselves 
alike. The one examined in the morning will take 3, 4, or 5 per 
cent., at least, more than the one examined in the afternoon, and 
the teacher of the latter class may be degraded in consequence. 
Classes of the same grade do not receive the same questions ; 
therefore there should be no comparisons between them ; but in- 



201 

vidious comparisons are made. Two classes of the same grade 
are examined by different Superintendents ; therefore there can 
be no fair comparisons ; but, nevertheless, comparisons are made. 
Two classes of the same grade are examined, one of them in five 
studies of the grade, and the other in seven ; therefore there can 
be no fair comparisons ; yet comparisons are made. If ten pupils 
are examined in reading, in one class, and thirty in another class 
of the same grade, there can be no just comparisons in reading ; 
still we know that comparisons are made. Why, it is amusing 
to see some trustees, in some parts of the city, travel around from 
school to school, exhibiting these marks, as if they were infallible 
decrees of Omniscience, and saying, "Why, Miss Smith has taken 
100 per cent., and Miss Jones only 97| per cent." As if any 
class could, by any possibility, take 100 per cent. And see, Mr. 
Chairman, what all this leads to. It is a pitiable sight to behold 
teachers running around, enquiring from their neighbors, 
" What kind of examples are given out this year \ What sort of 
questions do the Superintendents ask? " and, having ascertained, 
to behold them proceed accordingly to prepare for examination. 
One teacher ascertains certain facts as to " methods of instruc- 
tion" and examination — not necessarily the best "methods of 
instruction " — and another teacher fails to do so. The class of 
the former will assuredly pass a better examination ; for it has 
been especially "crammed " to meet a certain demand. Yet the 
teacher of the latter class may be in every way the superior in- 
structor of the two. Suppose, again, that one class of Principals 
and teachers support the marking system, and another class are 
opposed to it. Is it in human nature, no matter how muchso- 
ever he may try to be just, for the Superintendent to view these 
two classes of Principals and teachers with the same impartial 
mind ? To do so would be, in the estimation of most people, 
morally impossible. Do not all men love their own disciples ? 
Do they not love their own system and their own ideas, and 
think well of those who agree with them '? And, sir, in this con- 
nection, it may be as well to state the fact that there is a feeling 
among some teachers, that honest difference of opinion in school 
matters will not be tolerated ; that independence of thought in 
relation to " methods of instruction " may be productive of very 
serious consequences ; and, that the high road to favor is to echo 



205 

the sentiments of other people. If this be so, it is high time it 
was put an end to ; for any such system is un-American, illib- 
eral, unwise and unjust. 

But, Mr. Chairman and Gentlemen, it would test this whole 
matter in dispute, if you would print the following five ques- 
tions : 

1. Are the teachers and pupils overworked 1 

2. "What is your opinion of reviews and responsibility for 
lower grades % 

3. Is there just enough, or too much, or too little, in the pre- 
sent grade of study ? 

4. "What is your opinion of the present marking system ? 

5. "What causes the overwork, if any ? 

And then require every teacher connected with the system of 
Public Education, privately and confidentially, without the fear 
of exposure, to answer them as briefly as possible. You may 
rest satisfied that nine out of ten would tell you that the teachers 
and pupils are overworked ; that interminable reviews and re- 
sponsibility for lower grades are unjust and oppressive ; that the 
Course of Study demands too much work at one and the same 
time ; and that the Superintendents' method of marking, by 
numerals, is injurious to the teacher, to the pupil, and the cause 
of Education. But, it might be said again, that the teachers are 
" interested " in this matter ; that it is for their u interest " to 
lighten their labors and shorten the hours of work ; and that, 
therefore, their opinions are worthless. But one of the Super- 
intendents says, that the teachers and pupils are overworked. 
He admits the fact, but shifts the responsibility. Another says 
they are not ; that instead of being overworked, they need a 
" spur." "Which is right ? There is evident contradiction here. 
It is for you, gentlemen, to judge between them. 

One of the Superintendents charged one of the delegates with 
changing his views on the marking system. That delegate is 
proud to confess that that charge is true. He has changed his 
views, and has had good reasons for so doing. But this is not 
the time or place to explain them. "Where is the crime in being 



200 

open to conviction ? What man among us has not changed his 
opinion at some time during his life ? lie who never alters his 
views of men and things is either infallible or, at some time, 
stubbornly consistent in error. During the last six or seven 
years, some of the ablest minds in the country have changed 
their views on different questions of policy, finance, and govern- 
ment. A change of view needs no defence. So this charge is 
dismissed as frivolous and irrelevant. 

While we have not accused the Superintendents of deliberate 
unfairness, they have accused us of wilful violation of the 
By-Laws of the Board. But more of that hereafter. Let us 
suppose that a Superintendent, being but a man, should find it 
to his " interest " to mark schools and classes low. Suppose he 
should do a deliberate act of injustice. "What remedy have we ? 
None whatever. The Superintendent says, we may appeal to 
the Board of Education ; but what good will that do ? How is 
the Board to ascertain the truth in this matter ? Order another 
examination ? Utterly useless. Does not every teacher know 
that it is in the power of any examiner to make any class — even 
the best — utterly fail in all its studies ? And yet you could not 
lay your finger upon the first tangible act that would form even 
the groundwork of an appeal. Any of us, if so inclined, could 
break down the best class in the city so that it would not be 
entitled to even 64 per cent. ; and we could do this in such a 
manner that the most acute instructor or lawyer in the country 
could not pick a flaw in our examination. All the Superin- 
tendent has to do is to commence to find out what the class does 
not know— a very easy matter at all times — and follow this up. 
He may even assume a great show of leniency, give ample time, 
change the subjects, and give a little assistance here and there ; 
and still the result would be the same. I say the Superintend- 
ent possesses, under the present marking system, the power, if 
he chooses to exercise it, to break down any class at any time, 
and can utterly defy detection. This is a fearful power to com- 
mit into the hands of any one man. There is no appeal from 
it ; its decision is irreversible. You can prove nothing. None 
of us have charged injustice, with intent, in the examinations of 
the schools. On the contrary, we have borne general testimony 
to the fairness of these annual examinations. But, nevertheless, 



207 

the absolute power is given to one man to destroy the reputa- 
tions of as many teachers as he sees fit. 

It seems that between the Superintendents and the assistant 
teachers the Principal of the school is a sort of supernumerary, 
or figure-head, or head policeman. He is not to decide as to 
the methods of instruction : that work is done by others. He is 
not to promote from the Primary : another performs that office 
for him. He is not to promote into the Supplementary Grade : 
from that, too, he is kindly relieved. He is not to promote from 
class to class without first asking permission from the assistant 
teachers. As one assistant teacher remarked (so I was informed), 
" the Sperintendent wanted one thing and the Principal another, 
so he did what the Superintendent desired." By and by the 
assistants will claim the right to admit and suspend pupils ; to 
whip, (I believe some of them have asked that already,) in their 
respective classes. There is one thing certain, that if many 
more of the functions of a Principal are withdrawn or trans- 
ferred, there will be very little danger of his being worked to 
death. 

On the subject of "Outlines" and "Interminable Eeviews" I 
have nothing new to add. I have left this to my colleague, in 
whose ability the Principals and teachers have perfect reliance. 
But I may be pardoned if I return for a moment to the studies 
of history and grammar. This I do with great reluctance, and 
only in the way of self-defence. It seems that one of the Super- 
intendents traveled out of the direct line of legitimate argu- 
ment to make a personal attack npon one of the delegates, his 
teachers, and the school over which he has the honor to preside. 
Why he did so, or why he was so solicitous and sore tipo?i the 
subject of analysis, is best known to himself. Any impartial 
and unbiased mind who reads that delegate's remarks upon 
this subject cannot fail to see that there has been a wilful 
perversion of the whole spirit and tenor of what was said before 
your Committee. The object aimed at was simply to show that 
there was " too much theory and too little practice, too much 
analysis and parsing and too little writing of composition." This 
the Superintendent did not deny or disprove. The theory of 
grammar has been the demand of the Superintendent, and the 
teachers have endeavored to supply this demand. If we except 



208 

the recent slate "work in the lower classes, there has been no de- 
mand for composition in the annual examinations ; and the cor- 
rection of false syntax has been rarely called for. Hence, the 
marking system as to the theory of grammar, (that is, to analysis 
and parsing), prevented the giving of sufficient time to the prac- 
tical part of grammar (that is, to the correction of false syntax 
and the writing of composition). Boys pick up inaccuracies of 
expression in the streets, which every parent knows to be a fact. 
The theory of grammar, as required by the Superintendent, has 
no influence in correcting these bad habits of speech. Parents and 
teachers must correct them while the pupils are young, or else 
they will cling to them through life. I repeat and maintain that 
sufficient time has not, and cannot, under the present require- 
ments, be given to the practical part of grammar. Instead of 
disproving the statement, the Superintendent endeavored to cast 
odium upon the delegate, his school and his teachers. A very 
poor argument indeed ! But what will be thought of his attack 
when it is distinctly and emphatically declared that the Superin- 
tendent's own record of the examinations in the school in ques- 
tion, for many years, averaged " excellent." Whoever doubts 
this has only to examine the public minute book of the school. 
The Principal of that school further declares that he has taken 
particular pains, even going so far as to steal the time from the 
class teachers, to teach composition and to correct false syntax. 
The requirements of the Superintendent demand that the scho- 
lars shall take sentences apart ; not that they shall put words 
together to make sentences, or sentences together to make para- 
graphs. What was advocated was both fair and just — that 
grammar should be lised to correct the inaccuracies, slang and 
vulgarisms of the street ; and that a boy should be required to 
be able to write, in proper English, a simple letter before he 
leaves the highest class in the Public Schools. 

As to history, there is very little to be said, except that in the 
school assailed, special efforts have been made to teach it as 
a living body, and not as a "dry skeleton." The method of 
examination necessitated the study of " bald dates and barren 
facts." History is said to be philosophy teaching by example. 
If the history taught in our schools be such as to make boys grow 
up better and more intelligent citizens ; such as to cause them to 



209 

understand the growth of a nation, the reasons for its decline or 
fall, it would be well to have it explained ; for the present speaker 
frankly confesses that he cannot discover it. And he thinks, 
further, that a great, many others are in the same predicament. 
Every body knows that the Superintendents' examinations have 
called for the day, the month and the year; for the numbers en- 
gaged in battle, and the lists of killed and wounded. As for the 
" methods of instruction " pursued by the teachers and the Prin- 
cipal referred to, they have given satisfaction to thousands of the 
most intelligent people in this city. The fact is, if the statement 
may be pardoned on account of the source from which it ema- 
nates, the "school considered by some the best in the city" (to 
quote the Superintendent's own remarks) needs no defence. So 
the sneer about the Freshman Class is dismissed as frivolous and 
unworthy of notice. 

The statements made by the Superintendents against the Prin- 
cipals do not prove that the following changes are not needed 
— changes requested with great unanimity by all classes of 
teachers in the Grammar Schools : 

1. From unnecessary to necessary reviews. 

2. From unnecessary to necessary responsibility for lower 
grades. 

3. A change in the method of marking the classes by grade 
numbers and percentages. 

To prevent all possible doubt as to our meaning, and to pre- 
vent the opportunity to twist our statements and recommenda- 
tions respectfully submitted to your Committee, we hereby dis- 
tinctly avow that we favor most decidedly — 

1. Proper and needful reviews. 

2. Proper and needful responsibility fur lower grades. 

3. Thorough examination and supervision of all the clashes 
and schools. 

Instead of fearing these examinations, the present speaker has 
hitherto rather liked them. They have been no " terror" to him. 
So the surgeon's knife may be made as keen as those minds de- 
scribed by Butler, that " can split hairs 'twixt the north and 
14 



210 

north-west sides," and lie will submit, with all due submission, 
to be punctured or flayed at the pleasure of the operator. 

But, sir, much against his will, and after two or three times 
declining to serve as a delegate, the present speaker came here 
to represent the views of others, and to enforce them to the 
best of his ability. Therefore, he would recommend to the 
Joint Committee, and through your Committee, to the Board 
of Education, — 

1. Such a change in the First Grade of Grammar Schools as 
will enable the smaller schools to prepare boys for the Intro- 
ductory Class of the College. 

2. The modification of the method of examination to this 
extent only: that no class shall be estimated and measured, 
and no teacher's reputation fixed by an examination of the 
studies of the lower grades, — leaving, however, to the Superin- 
tendent full power to ascertain if the proper and needful re- 
views have been accomplished. 

3. That the publicity hitherto given to the Superintendents' 
marks should cease ; that in lieu of numerals, but two adjec- 
tives be used — satisfactory and unsatisfactory ; that for their 
own private use, as well as for the use of the Boards of Trustees, 
and the Board of Education, the Superintendents can keep 
whatever records they please : provided these records are not 
used to pit class against class and school against school in 
rancorous rivalry. 

Mr. Chairman, the Principals have been accused of violating 
the regulations of the Board ; of making hasty and improper 
promotions, to the no small injury of the system of Public 
Education. The question naturally arises, Did the Assistant 
Superintendent himself obey the regulations of this Board ? 
Did he " do as the regulations of the Board provide" ? To my 
no little amazement, I have discovered since this discus-ion 
commenced, that one of the grievances complained of by the 
teachers was removed in December, 1859, by resolution of your 
Honorable Board. 1 was not aware of this tact until it was recent- 
ly pointed out to me. I entertained an idea for years, that a Bort 
of compromise had been effected between certain parties ; but 



211 

had no knowledge of the fact, that after long and due delibera- 
tion by such men as Erastus C. Benedict, Dr. Ranney, and Dr. 
Eager, (than whom abler men have never graced the councils 
of Education,) this dispute or difficulty was settled by resolu- 
tion. It does not mend the matter that teachers, (myself among 
the number,) requested these marks and placed them on the 
Minute Book. But let us read the report, and the decision from 
the -Minutes of the Board of Education : 

At a stated meeting of the Board of Education, held Sept. 
21, 1859 : 

" The President laid before the Board a communication from 
Geo. W. Cooper, John G. McNary, Thos. Foulke, and twenty- 
one "other Principals of the schools, (Thos. F. Harrison among 
the number,) representing the system of marking the schools, 
pursued by the City Superintendent, as productive of the most 
serious injustice to the teachers, and of the greatest injury to the 
pupils, and asking permission of the Board of Education to be 
heard on the subject in such a manner as the Board may desig- 
nate. 

Mr. White moved to refer said communication to the Com- 
mittee on Course of Study and Books. 

Mr. Green moved that the subject be laid on the table until 
the next stated meeting of the Board. 

On motion of Mr. Benedict, Ordered : That said communica- 
tion be referred to the Committee on Course of Studies and 
School Books, and that the Superintendent be requested to fur- 
nish to this Board, at its next meeting, a statement of his system 
of examination and marking, and of his views on the subject, 
and that such communication of the City Superintendent be re- 
ferred to said Committee. * * * 



At a stated meeting, held Dec. 28th, 1S59 : 



'.-; 



Mr. Ranney presented the following Report from the Com- 
mittee on Course of Studies and School Books : 

To the Hon. the Board of Education : 

The Committee on Course of Studies, to which was referred, 
by a Resolution of your Board, September 21, the Memorial of 
twenty-five Principals of Grammar Schools, on the Marking 
System of the Superintendent, respectfully report : That they 
have carefully considered the communication, as well as the 
answer of the Superintendent, and the reply of the Teachers, all 



212 

of which were in writing ; that they have at different times 
heard the discussion of these papers by the Superintendent on 
the one hand, and the Principals on the other, and as a result of 
these discussions, they advised a mutual conference on the part 
of these gentlemen. The conference thus recommended has 
terminated in a mutual adjustment of the points in dispute, on 
the following grounds : 1st. That the system of numerals, con- 
sidered so objectionable by many of the teachers, as to amount, 
in their opinion, to injustice, shall be abolished ; and 2d, That 
the record of the Superintendent's examination shall be entered 
on the Public Minute Book of each school or department, in 
plain words, stating the Superintendent's estimate of the char- 
acter and progress of each class. 

Your Committee feel gratified at the harmony with which 
this arrangement has been reached ; and hereby express it as 
their opinion that the true interests of the schools will be greatly 
promoted by this adjustment. While it leaves the Superin- 
tendent to pursue his examinations with whatever thoroughness 
he may please, it does away with the opportunity of serious 
complaint against the way in which these have been recorded, 
and still permits the school officers to obtain whatever informa- 
tion the Superintendent's examination furnishes them, in the 
management of their schools and teachers. 

In view of the harmonious adjustment of this point in dis- 
pute, the Committee beg leave to be discharged from its further 
consideration. 

Wm. Beoomfield, \ n Comm f%'"> 
Wm. Eager, \ Course of Stu 

E. C. Benedict, j and Booka ' 

On motion, Ordered: That the Report he received and placed 
on file, and that the recommendations of the Committee he, and 
they are hereby adopted. 

This " harmonious adjustment," which was " to promote the 
best interest of the schools," became a Regulation of your Honor- 
able Board, binding on the Superintendent until repealed. It 
has not been repealed; and on the Public Minute Bool* of the 
schools the classes have heen marked oy numeral*. * ' :: ' •• 

Mr. Chairman, before concluding, I beg to suggest that the 
Preamble and Resolutions call for the opinion of one who has 
had very great experience in the school system, having been 
connected with it thirteen years, as Trustee, Commissioner and 
Clerk, and who has often interposed to save the teachers from 



213 

some of the evils alluded to : — I mean Mr. Thomas Boese, the 
Clerk of the Board of Education ; — -and I trust that before any 
action is taken by your Honorable Committee on a question of 
so great importance, you will avail yourselves of his intimate 
and comprehensive knowledge of the whole system of Public 
Education in this City. 

Miss Mary A. Stmms then rose to reply on behalf of the 
Female Principals to the argument of the Superintendents, and 
spoke as follows : 

Mr. Chairman, and Gentlemen of the Committee : 
When, in accordance with your request, we came here as rep- 
resentatives of the Eemale Principals, we understood that it 
was for the purpose of stating our views with reference to the 
Course of Study — not its administration — and we therefore con- 
fined ourselves to the Course of Study, deviating from it only 
to say that we had no complaint to make of the examination by 
the Superintendents. Therefore, the charge that we have at- 
tacked the administration of the Superintendents, you will con- 
cede to be without foundation. 

With regard to the Course of Study, it needs very little argu- 
ment to prove that if the rules governing its acquisition — partic- 
ularly with regard to the time required for its completion — be 
not strictly followed, that Course must be very oppressive. But, 
if any teacher has been required by her Principal to perform a 
certain amount of work in less than the minimum time pre- 
scribed by your laws, she has always had a remedy in an appeal 
to your Board ; she has also been protected by a law which says 
that " it shall be the duty of the City Superintendent and his 
Assistants, at each visitation of a school or department, to in- 
quire specially whether the provisions relating to the Course of 
Study have been strictly followed ; and the City Superintendent 
shall, without delay, report the case of any violation of the same 
to the Board, stating the name of the Principal of the school 
and the teacher of the class concerned in such violation." That 
law is supposed to be still in existence — although it does not ap- 
pear in the Manual for this year — and it would seem to furnish 
an effectual preventive for the evil in question ; but if there are 
any Principals who have violated your laws, and who have suc- 
ceeded in evading the vigilance of the Superintendents, and in 



214 

" cowing" their assistants into silence, it is your duty to find 
them out; we do not wish to screen such offenders in any way. 

The question under consideration, as we understand it, is this : 
" Is the Course of Study too severe in its requirements, provided 
that the laws governing its acquisition be strictly followed ? " 
We think that it is too severe, chiefly in regard to two grades — 
the First Grammar School and the higher Supplementary Grade, 
and that it is so from the three causes mentioned in our report. 
"We do not join in the sweeping assertion that the Course of 
Study is too severe throughout, and I think it no mean compli- 
ment to a system of such magnitude, to say that its most experi- 
enced teachers can find in it only three objectionable features. 
The first of these — " the indefiniteness of Ihe prescribed Course" 
— has been met by the promise of an explanatory manual ; con- 
cerning our second objection — " the continuous review" — we 
have nothing to add to the arguments that have been presented, 
except that we M r ould reiterate them if called upon to do so. 

Allow me here to correct an error in the printed report (page 
36) concerning the subject of Geography in the First Grammar 
School Grade; our recommendation was " that Local Geography 
be completed in the Second Grade, and that Physical Geogra- 
phy only be required in the First Grade, as it affords an intelli- 
gent view of the whole subject, that would be quite sufficient for 
all practical purposes." 

Our last objection — " that too many studies are requred at one 
time" — has been noticed in two ways. The City Superintendent 
says that we have no cause to complain of the number of studies, 
since we may take all the time we think necessary to complete 
them ; in support of this opinion he quotes the first part of a 
sentence from our Eeport, running thus : " "We are not obliged 
by the Board of Education to take up all these subjects at once ; 
we are not obliged to complete the Course within any given 
period ; we may take all the time we think necessary," and so 
on. As the remainder of that sentence which the gentleman 
omitted contains the conclusion of the whole matter, I will ask 
your attention to it once more — " But, whether two orjvoe years 
he taken, an unhealthful strain upon the energies of teachers and 
pupils must come in the last year, when it becomes necessary to 
review all the subjects above mentioned, in order to be ready for 



215 

the examination." " The subjects above mentioned" are all the 
studies in both grades of the Supplementary Course, with four 
from the Grammar School Course, for all which we understood 
that our pupils were responsible at the examination for gradua- 
tion. 

I am happy to see, however, that this objection has been met 
in another way, which really affords us some hope of relief. The 
Assistant Superintendent who addressed you at the last meeting, 
assured you that "the Superintendents had never dreamed of 
requiring all these studies at one examination," and that we had 
been laboring under a misapprehension when we supposed that 
they would do so. If we have been so mistaken, we are very 
glad to know it, and on behalf of the Principals and Yice-Prin- 
cipals, I thank the gentleman for informing us of the fact. 

If you, gentlemen, will review the reasons stated by him with 
regard to the origin of this " missapprehension," in connection 
with § 86, page 124 of the Manual, you will, doubtless, agree 
with him that the misapprehension was a very natural one. 
But will he not go a little farther and tell us which of these 
studies are to be required at the examination for graduation ? 

The gentleman refers to his Report for 1867 (page 30), where 
he says that " the usual requirements have embraced only eight 
studies." I see nine studies on that page, exclusive of Penman- 
ship, as Orthography is mentioned farther down, in addition to 
the eight studies first enumerated. "We would like to know if 
our pupils are to be responsible at their final examination for 
these eight (or nine) subjects only, or, in other words, are they 
to be responsible only for the studies prescribed in the Manual 
for the higher grade of the Supplementary Course ? 

If this is what the gentleman means, I might go beyond the 
Principals and Vice-Principals and thank him in the name of 
all the teachers, as he has taken the first step toward the end 
that we all desire — that each teacher should be held responsible 
only for her own work. 

Gentlemen, having thus briefly presented to you the views of 
my associates, I leave it for you to decide whether they are, or 
are not, worthy of consideration. 

Miss Elizabeth Lovertdge then addressed the Committee on 



210 

behalf of the Female Grammar School Assistant Teachers as 

follows : 

Mr. Chairman, and Gentlemen of the Joint Committee : 

If the discussions made before you upon the subject of jour 
investigations are to be of service in leading- you to a true ap- 
preciation of all the affecting circumstances, and, therefore, in 
enabling you to recommend such action as shall effectually cure 
and prevent the abuses and burdens that mar the completeness 
and efficiency of our school system, and oppress both the children 
who receive and the teachers who administer its advantages, 
they can be only truly so after they shall have been free and 
impartial. We are not of those who harbor the fear that a com- 
plete inquiry is to endanger the permanence or stability of our 
great public blessing, or, that the revelation of its defects will 
result otherwise than in their correction, thus purifying and de- 
veloping that sacred trust, to the wise administration of which 
the citizens of a true Republic must look for the security of their 
State. The ideas of the school and of the people are too depend- 
ent upon each other, for the prosperity aud peace of the one to 
be possible without the establishment and success of the other. 
We are, therefore, glad that not only has the opportunity been 
offered for the candid expression of our views and experiences 
upon this great subject, but that a further opportunity is afforded 
for their stronger enforcement and for their vindication from such 
reflections as have been cast, as are in themselves disingenuous 
and perverting, but which, in the event of their being allowed 
to pass unnoticed, could not fail to place our previous statements 
in a false and ungenerous light. 

Nor shall we be too hasty in lamenting that the " many others 
interested in the Cause of Education as well as the parents," re- 
ferred to in the resolution of the Board authorizing this investi- 
gation, and in an address delivered before you, have not made 
themselves heard on these occasions, with their " disinterested 
evidence." We incline to believe that an invitation publicly 
extended to such would result in voluminous and specific testi- 
mony with regard to the abuse referred to in the resolution, and, 
if desired, in the indication of the offenders. We do not believe, 
however, that this last object was at all contemplated when your 
Honorable Committee was instituted, and, in that sense, we lu.ve 



217 

labored to display to you rather the general grievance than the 
individual sinner. 

And now, sir, to the argument. But first, we have been called 
upon for our credentials, and that by a party whom we can 
scarcely consider as the proper judge of the admissibility of evi- 
dence here, but for whose own purpose, and possibly for other 
interests, it has appeared useful to attempt to shock and damage 
the authority and reliability of our testimony. For the purpose, 
however, of satisfying these objections, now that they have been 
made, we desire to explain the manner in which general notice 
was endeavored to be given of the meeting called to respond to 
your invitation, the representation there present, and the har- 
mony with which the subject resolutions of our last address were 
adopted. Two distinct sets of notices were sent to the assistants 
of all the Female Grammar Departments of our city ; one of 
which went to the care of the respective Principals, who were 
requested to notify their subordinates. The other was in printed 
form, addressed directly to the assistants of the different schools, 
and deposited in the United States Mail. These were from two 
different sources ; both, however, calling a meeting to be held 
at the same place and time. At this meeting twenty-five of the 
Departments were represented, not by the whole corps of 
teachers employed in each, but by delegates who acted for the 
others. It will appear, therefore, that the number of assistants 
in attendance represented a much larger proportion of our col- 
leagues than you have been given to understand have been heard 
through us at these hearings. The resolutions embraced in our 
last address were offered singly for discussion, and were all 
favored by the general opinion of those present. It is a fact 
that against some of them objection was at first made, upon the 
ground that they reflected upon our superiors, and that a wise 
policy required that we should carefully avoid all issues with 
those in authority over us. Also, because one of them (that 
relating to the percentage) did not appear to some of those pre- 
sent to reflect their own views. But we desire distinctly to state 
that not a single negative voice was recorded against them upon 
their final adoption. And, had this not been so, we have yet to 
learn that the expression of a majority of any assemblage is not 
to be accepted as its general sense. Of the truth of the above 



218 

statements, we are prepared to furnish the certificates of those 
who issued the calls and of the presiding officer of the occasion. 
It will, therefore, be seen that every reasonable means was 
taken to call this meeting ; and if, as has been averred, a num- 
ber of teachers failed to receive the notice which was in one 
instance mailed to them, and in another entrusted to Principals 
for delivery, the explanation can possibly be found in the same 
reasons which explain why it was that some of the assistants 
never received the first intimation that their opinions were de- 
sired through delegates at this inquiry, although, doubtless, your 
Committee took all the measures that were considered necessary 
in order that the teachers might, every one of them, be so 
informed. 

But, sir, is that to invalidate your proceedings ? And, if not, 
we ask whether the same reason of a kind is to be allowed to 
discredit the views we have before presented, not in the spirit of 
exaggeration and overstatement, but with a sincere wish, tem- 
perately and conscientiously, but firmly, to meet your request ? 
We think not. 

'Nor do we think this covered approach to our citadel any 
more formidable than that other demonstration, made as a di- 
vertissement, which would convince you that we are a legion of 
hired and lazy soldiers, disputing under the banners of self-in- 
terest, and unwilling or unable to strike a blow in the name of 
the universal good. The records which have been here adduced 
(p. 104) will show what we have accomplished in the face of dis- 
heartening difficulties ; and it is ill-becoming to cast such an 
imputation upon those who have fought so good a fight. We 
are, at least, willing to accord to the others who have here 
addressed you, the same good motives which we claim for our- 
selves. 

We are not willing, however, that our opinions should be 
lightly received or discarded. The clinic affords the best oppor- 
tunity for the study of operative surgery, and a month there 
spent is worth six passed in committing the principles of books. 
And so in every work, a little practice is worth more than a 
great deal of theory. We come before you as having been your 
practical workmen, able to suggest where the bearings of the 
machinery are not true and where the brakes are out of order. 



219 

But we are loth to believe that the gentleman himself can ac- 
cept our statements with the same misgivings that he would 
surround them with ; for, when they suit the argument, these are 
readily availed of as a defence, behind which the whole Board 
of Education, and the Superintendents with their Course of 
Studies, can take safe refuge. Thus, after testifying that the 
fault could not possibly lie in the Course of Studies, which, to 
his certain knowledge, was more reasonable and less exacting 
than any other Course which had previously been in use, and 
satisfying himself that the By-Laws of your Board did not allow 
any undue rigor to be enforced upon the teachers and scholars, 
and that, therefore, as far as it and he were concerned, they 
were not particeps criminis, he fortifies himself (p. 125) behind 
this barrier, and finds in its materials a ready explanation of the 
whole of the difficulty. He also confirms himself in this posi- 
tion by the Eeport of the Committee of 1864, which indicates 
the present troubles as in existence at that time. 

We hope, sir, that no such defence will be needed, or possible, 
after the Committee of 1868 shall have completed their labors. 
But, on the very next pages (126, 127, 128) he devotes himself 
to an impeachment of this testimony, after it had seemed to 
have accomplished its purpose, and after he (p. 121, 1. 6, p. 123, 
1. 34, p. 125, 1. 15) and his worthy superior (p. 113, 1. 36) had 
borne direct evidence to its truth from their own experience. 
And the Assistants are very summarily demolished. When, 
however, remembering that there still remain the Principals to 
be disposed of, the rejected weapons, which we had most con- 
veniently furnished, are again eagerly grasped and wielded (p. 
129) with sensible effect. This appears to us about as reasonable 
as it would be to tear down a building that stood in the way of 
a desired view, then to build it up again for the convenience of 
occupation, but, upon accidentally straying out of it, and remark- 
ing what an unsightly interference it was, to destroy it again 
because it concealed the coveted picture. But the facts are too 
bald to be easily suppressed at pleasure. They are within the 
knowledge of many of your assistant teachers, and avowedly 
within the experience of your Superintendents. 

But these gentlemen tell you that the laws which have already 
been enacted are ample to apply to these difficulties, and that it 



220 

is only when they are broken that these arise. It might be per- 
tinent to ask whether the Board of Education has any officer or 
officers appointed, whose business it is to see that its regulations 
are enforced, and their healthful objects secured ? The Superin- 
tendents, evidently, do not consider it a part of their duty, as 
they have told you that every trouble complained of is attribu- 
table to an infringement or mal-administration of law, and that 
they are familiar with many of these instances. It must needs 
be, therefore, that they cannot be implicated in the present 
irregularities, for that is opposed to their universally conceded 
fidelity. Who, then, is to see that these laws, enacted for the 
purpose of preventing these abuses, and adequate, it is asserted, 
to this object, shall be thoroughly administered ? Are the As- 
sistants to be encouraged to report infringements, and, if so, to 
whom ? Your Assistant Superintendent has told you that it is 
"no light matter for these to make a simple statement of facts," 
and this in cases merely of an unwise or harsh exercise of a 
legally allowed authority. Would it be a lighter matter to re- 
port an infringement of the law 1 The records, Mr. Chairman, 
which have been so thoroughly searched for a supply of state- 
ments, would, undoubtedly, show numerous instances where 
your enactments have been overridden, and it would have been 
well, perhaps, for those who have been engaged in the dusty 
work of unearthing them, to have completed their rumagings, 
and added these circumstances to their lists of more certainly 
ascertained facts. 

And just here, if I may be permitted to assume my individual 
character, I am afforded a good opportunity to make a remark 
for your further and more reliable information, in connection 
with the statements of the gentleman (Mr. Harrison) who has 
this evening most unequivocally denied my positive declaration 
that more than one hundred children are frequently placed in a 
single class. I hold in my hand a paper, which has just been 
handed me, and which has been furnished without the use of 
"leading interrogatories," or even a simple request, to obtain it. 
It comes from the small circle about me, and contains the names 
of two assistant teachers who have this day under their charge 
a greater number of scholars than one hundred, and of three 
others who have had a similar experience within a recent date. 



221 

Notwithstanding the opinions of your Superintendents, which 
have been expressed to the contrary, we may, perhaps, be al- 
lowed to question the entire wisdom of the Course of Studies, and 
of the regulations of your Board. In the examination of the 
subject, we shall have a very few thoughts to oiFer. It has been 
asserted that there is nothing onerous in the Course of Studies, 
which merely prescribes the order of work, and not the amount 
which shall be accomplished, within a given time. It has further 
been shown that your rules allow the Principals to separate this 
Course, its divisions and allotment being left entirely to their 
own judgment, it only being required that certain grades shall 
not be accomplished in less than a certain time, and that as 
much time as shall be needed above the minimum may be occu- 
pied in teaching any part of the Course. It has also been ad- 
mitted by your Superintendents, that too much work is often- 
times required by the Principals, who mark out the fields to be 
gone over by their subordinates. From these conditions, it ap- 
pears to us that but one single conclusion can be arrived at, viz. : 
that your regulations are at fault in not requiring that a longer 
period of time shall be appropriated to the several fields of 
study, than is at present allowed as a minimum, and further, 
that your laws, in allowing the latitude referred to, and which is 
independently and injudiciously used, oftentimes, to oppress and 
overburden the teachers and children, are not calculated effect- 
ually to prevent this unfortunate result. And yet your Assistant 
Superintendent (p. 136) gives it as his conviction, that " if any 
error at all has been committed, it is in excessive restrictions 
upon the discretionary authority of the Principals." How nearly 
this harmonizes with the other expressed views, as to the evils 
wrought under this authority, even as at present limited, I leave 
you to consider. 

There are other subjects upon which it seems necessary that 
more light should be thrown. We would not have you suppose 
that we have petitioned for the abolition of examinations and 
reviews. If our last remarks be carefully read, it will be seen 
that we do not reflect upon the value of these means for the 
purpose of sustaining the scholarship of our classes, or for the 
object of ascertaining how well and faithfully the duties of your 
servants have been performed. It will be seen that we ask 



222 

that they be made efficient and valuable (p. 83), protesting, 
however, against such features of the present plan as work an 
injustice to teachers and scholars. We do not object, by any 
means, that the inefficiency of a class in an inferior grade, from 
which it was too prematurely advanced, should be made ap- 
parent. We ask that the teacher under whose care the deficient 
are placed shall not herself be held responsible for this igno- 
rance of studies which it has been principally the duties of 
others to teach. Nor would we argue that a fault is not indi- 
cated in any such deficiency that might be revealed. Do not, 
however, charge it to the account of the teacher, who has un- 
fortunately been obliged to work with such poor material, but 
rather to the direct authority by which the promotions were 
made, and the pupil declared fitted for this progress. If old 
^Esop's dog, who has been introduced to you, gets among the 
flock to lacerate and destroy, we do not demand that he shall 
be " muzzled. " But we will encourage and aid him if he will 
pursue and overcome the wolf. 

It is an easy disposition of a statement to say that it is 
" overwrought," " too highly colored, " too general and sweep- 
ing in its application. " We only reply, that, as you approached 
us in the sincere spirit of inquiry, we have met you with a pure 
desire to give such information as came within our own or our 
colleagues' experience, in illustration of the resolutions which 
we were appointed to sustain. In doing this, we have especially 
guarded against making individual references, or giving to cer- 
tain of our views a wider scope than they deserved. You will 
observe (p, 85) our explanations, that some of our remarks were 
intended for a limited application, urging that if they held in a 
single instance, as will most assuredly be allowed they do, it was 
a proper subject for our presentation and your action. And, 
certainly, if more weight be needed to give them force, the 
manner in which these resolutions were adopted at the meeting 
of the Assistant Teachers, might lead you to believe that these 
difficulties are more extensive than we would have led you to 
suppose. 

It has been no pleasant task for us to offer and defend these 
views. We reluctantly accepted the work in the interest and at 
the request of our associates. But the duties assumed, our per- 



223 

sonal comfort and security were to us last in the line of im- 
portance. We are aware of the influences which have been 
brought to bear to suppress or disparage our statements, but we 
have made them in the light of truth, and not of pressure 
or policy. We have been expostulated with ; the security of 
our official heads has been brought into question ; we have been 
compared with creatures of an intelligence generally supposed 
to be very limited or altogether absent ; our associates have been 
informed that their interest in these discussions, and their j3re- 
sence here, was neither desired, nor would be allowed. But we 
have to stand here with the good conscience of having perse- 
vered in the performance of a right and a duty, and of having 
vindicated our title to an honorable independence. It has been 
intimated that our remarks have fallen flat and unprofitable — 
that the " flutter " we were promised would arise in the oppo- 
sition which was declared to be inaugurated " to the end, " had 
not been witnessed, and that there is, therefore, " nobody hurt." 
But the contest with the real enemy has been absent; and those 
who at first thought to overawe by a vigorous threatening and 
noise, have, after the fashion of a valorous bird, hidden their 
faces in the sand, in the easy belief that safety would thereby be 
secured. 

Mr. Chairman, if we have succeeded in securing your respect- 
ful attention, we are grateful. And if, as your honored Su- 
perintendent has observed, we have " helped to bring facts to 
bear, in this investigation, which tend strongly to point out the 
errors of which complaint has been made," we are amply re- 
paid for our labors. It remains for you, gentlemen, to initiate 
such reforms as your judgment shall point out as necessary, and 
to recommend such further enactments as shall secure the 
thorough performance of your will. Let not your laws be 
written in the sand, which the first intruding wave may laugh- 
ingly wipe out, but let them be written so plainly, so thoroughly 
understood and disseminated, and so vigorously enforced, that 
it cannot again be said, " It is a law, but not enforced." Here 
we leave the subject, thanking you for your patience, and trust- 
ing that, through your labors, wisdom, and moderation, shall 
yet come to hold the bar, and regulate the future progress of 
our trust. 



22i 

Mr. William J. Ivexxard next addressed the Committee, as 
follows : Mr. Chairman and Gentlemen of the Committee — I 
know the difficulty under which I labor at this advanced hour 
of the evening, and although I might address you at consider- 
able length, I shall endeavor to confine myself to a very few re- 
marks, and will be as brief as possible. 

The Superintendent — Mr. Kiddle — at the last meeting, asked 
certain interrogatories as to the number of teachers who com- 
posed the bodies that had delegated us to represent them here. 
I presume there are about forty or forty-five Vice Principals in 
the city, and these were all invited to present themselves at our 
meeting. Of the whole number, I think about twenty-five ap- 
peared and participated in the proceedings. That twenty-five 
adopted the resolutions which we presented to you with entire 
unanimity — " there was not one dissenting voice," as I have al- 
ready stated in my remarks at a former meeting of this Com- 
mittee. I therefore presume that the answer to this interrogatory 
will satisfy the gentleman that n^self and colleague are the duly 
accredited representatives, before your honorable body, of the 
Yice Principals of New York. The various abuses of which com- 
plaint has been made here, is a subject which we shall not touch 
upon this evening. "We have fully presented these matters be- 
fore the Committee, and that they will make farther modifica- 
tions of the system is our wish, and, I may say, our expectation. 
We shall certainly be satisfied to have the requirements some- 
what reduced and determined more clearly, and our duties, we 
believe, will not then be so great that we cannot properly per- 
form them. And let me here say that the Vice-Prineipah have 
never come here to complain of having to work. We have al- 
ready told you that we are perfectly willing to give the whole 
school day, and do all we can within that time. We have done 
so in the past, and Ave expect to do so in the future ; and Ave only 
ask now of you that in the present Course of Studies we may take 
the time necessary to go over properly what is there laid down. 
It is said that we can, if we please, take a year, or two years, 
or more. Now, sir, wo cannot keep our scholars ; they 
desire to finish their studies within a certain period, and many 
of them have to be sent out into the world ; and when vacan- 
cies occur, new scholars, not advanced as are the older members 



225 

of the class, have to be " dovetailed" in among them. And 
these changes, by the departure of older and the arrival of new 
scholars, are always going on — it always has been so and always 
will be. "With reference to the remarks of the Superintendent, 
concerning the upper grades, I desire to say a few words. He 
presents his reasons for believing that the arguments offered 
against the system are " fallacious and disingenuous." Had it 
not been for these words, I do not think I should have to speak 
to-night. He says that efforts have been made to magnify 
the requirements of the teachers of the First Grade into thir- 
teen studies, and he also tells us that we may take a num- 
ber of years to go through the Course. It is precisely on 
this question of the number of studies that we take issue. 
We say distinctly that there are thirteen studies required 
to be taught to pupils under the present prescribed Course of 
Studies for the First Grade, as laid down in the Manual of the 
Board of Education. I will read them again : Eeading, Spel- 
ling and Definitions, as in the Second Grade. In the Second 
Grade they are divided, but are put into one section or para- 
graph in the First Grade. They are, though, in reality, three 
different studies; for the class reads and is instructed and 
marked in that exercise, so also in spelling, and they subse- 
quently take words which they define, and are also marked for 
this subject. Henderson's Test Words are used. Definitions are 
to be taught also from the Reader. Etymology is then com- 
menced, and the Board provides us with a separate book for 
that study, and these, you will observe, are four studies. Then 
we have Mental and Written Arithmetic — five. Geography, 
oral and descriptive — six. English Grammar — seven. Compo- 
sition — eight. History of the United States — nine. Astronomy 
— ten. Oral Instruction — eleven. Penmanship — twelve, and 
Drawing, with exercises in perspective, will also be required, 
making thirteen studies in all ; and these, divided into the 
total number of hours devoted to or allowed for study dur- 
ing the week, give us, as I have before stated, one hour and 
thirty -seven minutes to be devoted to each study in the course 
of the ordinary school week. And the same objection, we say, 
applies to the second and first Supplementary Grades. Believ- 
ing then, that we cannot perform all this work thoroughly, we 
15 



226 

say again that we would like you to abolish some of those 
studies, and so lighten the requirements in a way that will in 
the end be conducive to the interests of the pupils, who will 
thus be more thoroughly taught in the studies they under- 
take. It is said, also, that we ask that two other studies be in- 
cluded, which will enable us to prepare a class for the Introduc- 
tory Class of the New York College. We ask for no such thing. 
It was asked by some of the delegates that Book-keeping and 
Algebra, through Simple Kules and Factoring, might be intro- 
duced into the First Grade, should you see fit to abolish or com- 
bine in one several of the studies of that grade. This was asked, 
not with any reference to the College, but that scholars in cer- 
tain sections of the city, where they cannot advance beyond the 
First Grade, might go out to business with some knowledge of 
Book-keeping. The reason for asking the introduction of 
Algebra, was because the grade above, viz., the Second Supple- 
mentary, is required to commence Algebra and finish Quadratics. 
This we think too great a requirement for one grade, and wished 
to have the work divided more equitably. 

The hour is late, gentlemen, and having made these correc- 
tions, we leave this matter in your hands, heartily thanking you 
for your kind and courteous attention. 

Mr. Hugh Carlisle next addressed the meeting, and said : 
Mr. Chairman, I have only a word or two to offer on the sub- 
ject of Algebra as placed in the Course of Studies, in addition 
to the remarks just now made. The gentleman who first ad- 
dressed you this evening, laid considerable stress upon the un. 
practical character of that study as a reason why it should still 
be confined, as it is at present, among the studies of a single 
grade, and not be made to take time in another grade that 
might better be given to something more useful. As long, how- 
ever, as the existing requirements continue for admission to the 
New York College, the comparative value of the study of Alge- 
bra, or whether it has any practical utility at all, we have noth- 
ing at present to do with. The question is not whether little 
or much of the science ought to be taught in a Public School, 
but whether what is required to be taught can be got through 
with in one class. And it ought to be sufficient to reply that 
all of Algebra that has ever been required to be taught, is re- 



227 

quired to be taught by the present Course of Studies ; but it is 
now all to be done in one grade instead of being distributed, as 
it used to be, among two or three. 

Superintendent Kiddle said : Were I disposed to mate any 
rejoinder to the remarks made here this evening, certainly the 
lateness of the hour would forbid it. But, sir, I do not think that 
it is necessary that I should go into any such formal rejoinder 
or reply. I have listened carefully to the remarks made, 
and I must say that I do not think they have at all impaired 
the argument of the Superintendents, and, therefore, I am 
willing that all should go on the record together, and that the 
statements on either side should be fairly and fully considered. 
I wish, however, to reiterate a remark that I have already made 
— that is, that I had no intention of making a personal attack 
upon any one when I addressed your Committee, nor have I 
made any ; and I am willing that the statements of each side, 
as they appear in print, should each of them be considered. I 
certainly expected no such exhibition as has been witnessed here 
to-night. 

It has been remarked here also, that the marking system, by 
numerals, was abolished by the Board of Education, and docu- 
ments have been presented to show that such was the case. I 
only wish to say, with reference to it, that such was not the 
case. The report which was made was accompanied by no reso- 
lution, and, therefore, did not bind the Superintendents. This 
matter came before the Board, and it was referred to a Com- 
mittee. They had several meetings and discussions regarding 
it, and afterwards sent the whole matter to the Superintendents 
and teachers for adjustment. They did make an adjustment of 
it, which, as my colleague has stated, simply decided that the 
publicity given to the marks should be abandoned. The Com- 
mittee based their report upon an ex parte statement, since we 
were never consulted as regarded what that report should be. 
As it was ex parte, we were not bound by its terms, and especially 
as there was no action of the Board except to sanction the action 
of the Committee in submitting the matter to the Superintend- 
ents and teachers. Having made this explanation, I leave the 
subject of this investigation in the hands of your Committee. 



228 

Commissioner Meerill (Chairman) then said : If there are 
any citizens, other than those who have already been heard, who 
wish to come before the Committee and give their views upon 
the questions under consideration, if they will so indicate to the 
Committee, they will have the opportunity of doing so, other- 
wise the meeting will be considered adjourned. 

I have been highly pleased and gratified with the knowledge 
that has been derived from the views so ably presented here by 
both sides in the argument, and I have come to the conclusion 
that whatever the decision of the Committee, after deliberation, 
may be, a great public benefit will result from the investigation 
to the hundred thousand children who are placed under our 
care. The ability which has been displayed here shows conclu- 
sively, also, that both the Principals and teachers, and the 
Superintendents as well, are capable and fully competent to look 
faithfully to the interests of their departments, and through their 
departments to the interests of the cause of Public Education 
generally. 

The Committee then adjourned. 



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